Psychology – Faculty & Staff

Robert C. “Bob” Bridger completed his undergraduate degree at Coastal Carolina University in 1994 and his doctoral studies at The University of Georgia in 1999. He holds a Level III certification as a school psychologist through the SC Department of Education and is a Nationally Certified School Psychologist. His current interest include cross battery and school neuropsychological assessment and children with type 1 diabetes.

Dr. Bridger taught Child Development and Senior Seminar in the undergraduate program. He also taught a range of courses of courses in the graduate program (School Psychology) in addition to facilitating the student internship placements and intern seminars.

Sam F. Broughton is a Licensed Psychologist, Nationally Certified School Psychologist, and South Carolina Level III School Psychologist.  He received his B.A. in Psychology from Presbyterian College, and his M.S. in General-Experimental Psychology and Ph.D. in Psychology, with concentrations in Applied Behavior Analysis and School Psychology from the University of Georgia.  Prior to retirement from FMU, he taught Child Behavior: Growth and Development, Adolescent Behavior: Growth and Development, Applied Behavior Analysis and Advanced Applied Behavior Analysis for the Psychology major.  For the graduate program in School Psychology, he taught Behavioral Assessment and Intervention, Academic Assessment and Intervention, intervention practica associated with his graduate courses, and the introductory professional practicum in School Psychology.  He also team taught a course and practicum in Learning Disabilities supporting the master’s degree programs in the FMU School of Education.

Dr. Broughton served as Coordinator of the Graduate Program in School Psychology from 1997 until 2014. From 2009 until 2015 he served as the Robert W. Williams Professor of School Psychology for the Richardson Center for the Child.  After retirement he continued to teach Academic Assessment and Intervention, and Psychological Consultation in Schools and Agencies plus their associated practica in the School Psychology graduate program as an adjunct professor, and consult with staff and researchers at the Richardson Center for the Child until 2018.  He served on the South Carolina State Commission for Disabilities and Special Needs, representing the Seventh Congressional District from 2016 to 2019. Dr. Broughton now resides in upstate SC and teaches Applied Behavior Analysis and Advanced Applied Behavior Analysis part-time as a Lecturer in Psychological Science at Lander University.  He can be reached via his FMU email address.

Research Interests: 

• Learning and Behavior Disorders in Children
• Functional Behavioral Assessment and Applied Behavior Analysis
• Curriculum Based Assessment
• Teachers’ Knowledge of Behavioral and Academic Interventions

Selected Publications: 

• Broughton, S.F. (2017). Review of The ABCs of CBM (2^nd) by Hosp et. al. In Communiqué, 46 (1), 38.
• Broughton, S.F. & Hill-Chapman. (2016). A simplified scan sampling procedure for evaluating behavioral effects of a group intervention. In Spink, A.J., et al, Proceedings of Measuring Behavior 2016 (25-26 May 2016), Dublin, Ireland: Measuringbehavior.org.
• Schwanz, K. A., Palm, L., Broughton, S. F. , & Hill-Chapman, C. R. (2016). Self-reliance and relations with parents as predictors of anxiety and depression in college students. Research in Psychology and Behavioral Sciences, 4, 24-27, doi: 10.12691/rpbs-4-2-2.
• Schwanz, K. A., Palm, L., Hill-Chapman, C. R., & Broughton, S. F. (2014). College students’ perceptions of relations with parents and academic performance. American Journal of Educational Research, 2, 13-17.
• Broughton, S. F. (2011).  Review of Practical Handbook of School Psychology: Effective Practices for the 21^st Century by G. G. Peacock, R. A. Ervin, E. J. Daly III, & K. W. Merrell (Eds.). In Communiqué, 39 (5), 35.
• Broughton, S. F. (June 2009).  Review of Modular Cognitive-Behavioral Therapy for Childhood Anxiety Disorders by Bruce F. Chorpita. In Communiqué, 37 (8), 34.

Recent Publications:

S.P. Gilroy, S. P., Kaplan, B. A., Bullock, C. E., and Waits, J. A. (2019).  Current Use and Development of Foss In Behavior analysis: Modern Behavioral Engineering.  In book: An Introduction to software development for behavior analysts 2nd Edition (Chapter 1). Brazilian Association of Behavioral Psychology and Medicine.

Bullock, C. E., Fisher, W. W. & Hagopian, L. P. (2017). Description and Validation of a Computerized Behavioral Data Program: “BDataPro.” The Behavior Analyst. doi:10.1007/s40614-016-0079-0.

Bullock, C. E.; Hackenberg, T. D. (2015). The several roles of stimuli in token reinforcement. Journal of the Experimental Analysis of Behavior, 103: 269–287. doi:10.1002/jeab.117.

Dr. Tom Dorsel is a licensed clinical psychologist and Professor Emeritus of Psychology at Francis Marion University in Florence, SC.  A former President of the South Carolina Psychological Association, he received B.A., M.S., and Ph.D. degrees in psychology from the Universities of Notre Dame, Kentucky, and New Mexico, respectively. He also completed post-doctoral training in clinical psychology at the University of California-Davis Medical Center. A university professor for 34 years, Dr. Dorsel has produced more than 50 publications and conference presentations in the areas of experimental, educational, clinical, health, and sport psychology.

Widely recognized for his contributions to the field of sport psychology, Dr. Dorsel has been a Sport Psychology Consultant and Visiting Professor at the University of Notre Dame where he worked with over a dozen NCAA Div. I sports. Of particular note is his work with golfers throughout the past 30 years, which has brought him special recognition from GOLF Magazine as one of golf’s leading sport psychologists and by the International Network of Golf, which awarded him the top prize for instructional writing in 2004.  Dr. Dorsel has written three books, been Contributing Editor for GOLF Magazine, Technical Editor for GOLFWEEK, and featured contributor for Golf Illustrated, writing more than a 100 articles for the three publications combined over the course of his career.  He has made ten appearances on ESPN’s “Inside the PGA Tour” with professional golfers Jim Gallagher, Fred Funk, Bruce Fleisher, Kirk Triplett, Bob Estes, and others. His latest book, GOLF: The Mental Game, is currently in bookstores across the country, as well as on Amazon.com.  Tom is a member of the Golf Writers Association of America and has played competitive golf with a single-digit handicap for over 50 years.

Information about individual consultation and speaking engagements, as well as Dr. Dorsel’s three books, GOLF: The Mental Game, the PUTTING MACHINE, and THE COMPLETE GOLFER: Physical Skill and Mental Toughness, can be obtained by calling Serious Sports at 843-618-4653 or by visiting Serious Sports.

Dr. Dorsel may be reached at tom@dorsel.com.

Visit Dr. Dorsel’s home page

Suzanne Faykus is a Diplomate of the American Board of School Neuropsychology, Nationally Certified School Psychologist, Licensed NC Psychologist, NC Certified School Psychologist, and a certified Level III School Psychologist in South Carolina.  She completed her Bachelor of Science in Psychology at the University of South Carolina.  Dr. Faykus earned her Master of Arts in Educational Psychology and Doctor of Philosophy in School Psychology from Arizona State University.  Her specializations include school neuropsychology, assessment, and school consultation. 

In addition to teaching, Dr. Faykus maintains a private practice.  Her research interests include process-oriented assessment and RTrI.

After earning her Bachelors of Science degree in Psychology from Furman University, Megan Haggard completed her Masters and Doctoral degrees at Baylor University under the guidance of Dr. Wade Rowatt. Her Masters Thesis examined the role of religious priming on sexist attitudes, while her dissertation research focused on investigating and testing various measures of intellectual humility, including the Limitations-Owning Intellectual Humility Scale, which she also helped to develop. Dr. Haggard then spent one year at the Institute for the Study of Human Flourishing at the University of Oklahoma, where she worked as a Postdoctoral Fellow. While at the Institute, Dr. Haggard continued to research impact of intellectual humility on emotions, cognitions, and behaviors, examined the role of curiosity in everyday life, explored the parallels between Aristotelian vice and modern theories of psychopathy, and collaborated with OU’s Philosophy department on predicting continuation in a philosophy major by gender.  

Her research interests include personality psychology, particularly the virtues of curiosity and intellectual humility, differences in personal morals by gender, the influence of religion on feelings toward in-groups and out-groups, and advanced statistical analysis.  

Selected Publications & Presentations  

Williams, A., Haggard, M.C., & Breuninger, M.M. (2020). Feasibility of attachment-focused self-hypnosis to change insecure God attachment. International Journal of Clinical and Experimental Hypnosis, 68(2), 246-262. doi: 10.1080/00207144.2020.1724746

Haggard, M.C. (2020). Feeling Connected to Humankind and Nature: Impact of Religiosity, Spirituality, and Positive Emotions. Poster presentation at the annual meeting of the Society for Personality and Social Psychology, New Orleans, LA.  

Haggard, M.C. (2019). Stuck in the middle?: Comparing moderates’ views of connectedness to nature and humanity to conservatives’ and liberals’. Poster presentation at the annual meeting of the Society for Personality and Social Psychology, Portland, OR.  

Krumrei-Mancuso, E.J., Haggard, M.C., LaBouff, J.P., & Rowatt, W.C. (2019). Links between intellectual humility and acquiring knowledge. Journal of Positive Psychology, 15(2), 155-170. doi: 10.1080/17439760.2019.1579359

Haggard, M.C. (2019). Understanding humility as intellectual virtue. In Wright, J.C. (Ed.), Humility: Reflections on its Nature and Function. Oxford University Press.  

Demarest, H., Robertson, S., Haggard, M.C., Seaver, M., & Bickel, J.L. (2017). Similarity and enjoyment: Predicting continuation for women in philosophy. Analysis.  

Leman, J., Haggard, M.C., Meagher, B.R., & Rowatt, W.C. (2017). Personality predictors and correlates of humility. In Worthington, E., Davis, D., & Hook, J. (Eds.), Handbook of Humility: Theory, Research, and Applications. Routledge Press.  

Haggard, M.C., Kang, L., Rowatt, W.C., & Shen, M.J. (2015). Associations among religiousness and community volunteerism in national random samples of American adults. Journal for Prevention and Intervention in the Community, 43(3), 175-185. doi: 0.1080/10852352.2014.973277  

Rowatt, W.C., Kang, L.L., Haggard, M.C., & Labouff, J.P. (2014). A social-personality perspective on humility, religiousness, and spirituality. Journal of Psychology and Theology, 42(1), 31-40.  

Shen, M.J., Haggard, M.C., Strassburger, D.C., & Rowatt, W.C. (2014). Testing the “love thy neighbor” hypothesis: Religiosity’s association with positive attitudes toward ethnic/racial and value-violating out-groups. Psychology of Religion and Spirituality, 5(4), 294-303. doi:0.1037/a0033648

Hagler, M. A., Christensen, K., & Rhodes, J. E. (2021). A longitudinal investigation of first-generation college students’ mentoring relationships during their transition to higher education. Journal of College Student Retention: Theory, Research & Practice. DOI: 10.1177/15210251211022741

Hagler, M. A., McQuillin, S. D., & Rhodes, J. E. (2020). Ideological profiles of U.S. adults and their support for youth mentoring. Journal of Community Psychology, 48(2), 209-224. DOI: 10.1002/jcop.22247

Christensen, K., Hagler, M., Stams, G. J., Raposa, E. B., Burton, S., & Rhodes, J. E. (2020). Non-specific versus targeted approaches to youth mentoring: A follow-up meta-analysis. Journal of Youth and Adolescence, 49, 959-972. DOI: 10.1007/s10964-020-01233-x

Hagler, M., Zwiebach, L., Rhodes, J. E., & Rappaport, C. D. (2019). Mentoring interventions for children of incarcerated parents. In J. M. Eddy & J. Poehlmann-Tynan (eds.), Handbook on Children of Incarcerated Parents, Second Edition (pp. 205-217). Springer. DOI: 10.1007/978-3-030-16707-3_14

Hagler, M., & Rhodes, J. E. (2018). The long-term impact of natural mentoring relationships: A counterfactual analysis. American Journal of Community Psychology, 62(1-2), 175-188. DOI: 10.1002/ajcp.12265

Hagler, M. (2018). Processes of natural mentoring that promote underrepresented students’ educational attainment: A theoretical model. American Journal of Community Psychology, 62(1-2), 150-162. DOI: 10.1002/ajcp.12251

Bio

Teresa Kamman Herzog is a Developmental Psychologist with her Bachelor of Arts from Edgewood College and both her Master of Science and Doctor of Philosophy in Developmental Psychology from the University of Montana.  She taught undergraduate courses in Careers in Psychology, Lifespan Development, Brain and Behavior, Motivation and Emotion, Psychology of Gender, and Child Development, and  supervised students in their own research in the context of Beginning, and Intermediate Supervised Research as well as in Senior Research.  In the Graduate program in Clinical/Counseling Psychology and School Psychology, she taught Biological Bases of Behavior and Developmental Psychology.  In addition, she supervised the Introductory Psychology Laboratory (PSY 216) . She is certified in the Facial Action Coding System (FACS) and also in coding the Strange Situation for infant attachment.  Additionally, she served as a reviewer for the Journal of Social and Personal Relationships.

Selected Publications: 

• Herzog, T. K., & Hill-Chapman, C.R. (2012). Relationship formation and early risk exposure: Diverging associations with romantic self-concept and attachment. Journal of Adult Development, 19(5), 250-265.
• Herzog, T. K., Hughes, F.M., & Jordan, J.M. (2010). What is conscious in perceived attachment? Evidence from global and specific representations.  Journal of Social and Personal Relationships, 27(1), 283-303.
• Kamman, T., Muir, L., Koester, L.S., & Dimitrov, D. (2005). Linking maternal perceptions to behavior: Nurturing attitudes and facial expressions of affect. Parenting: Science and Practice, 5(3), 237-258.

Dr. John R. Hester, after serving FMC/FMU from 1980 to 2015, is now Professor Emeritus.  During his 35 years Dr. Hester served in various capacities to include:  Professor, Department Chair (1998-2013), Coordinator/Director of School Psychology (1990-1997), Founding Director of the Richardson Center for the Child, Associate Provost and Director of Graduate Programs.

Dr. Hester continued to serve as Adjunct Professor at FMU until May of 2017.  Currently he lives in Anderson, SC and is 16 miles from Memorial Stadium (Death Valley).  Any interested former students or colleagues are encouraged to contact Dr. Hester at cutigerfans@att.net.

Bio

Crystal Reneé Hill-Chapman is a Licensed Psychologist, Nationally Certified School Psychologist, Level III School Psychologist and has been awarded Board Certification in Clinical Child Psychology by the American Board of Professional Psychologists (ABPP). She received her Bachelor of Arts from Francis Marion University, her Master of Science in Applied Psychology from Francis Marion University, a Doctor of Philosophy from Texas A&M University – College Station, and a Certificate of Advanced Graduate Study in Clinical Genetics from Simmons College. She currently teaches Careers in Psychology, Introduction to Behavioral Genetics, Introduction to Pediatric Psychology, Child Development, as well as sections of the Beginning, Intermediate, and Senior Research courses for the undergraduate major in Psychology. For the graduate program in Clinical/Counseling Psychology and School Psychology, she teaches Consultation with Diverse Families and Communities; Career-Lifestyle Counseling: Theory and Practice; Child/Adolescent Counseling and Therapy; School-Wide Prevention, Intervention and Crisis Programs; Psychoeducational Assessment: Intelligence, Ability and Achievement Testing in School Psychology; as well as the related practica to accompany these courses and is Coordinator of Graduate Studies in School Psychology. She also serves as a thesis advisor/consultant for students enrolled in the Genetic Counseling Program at the University of South Carolina – School of Medicine. In addition, she serves as Graduate Program Reviewer for the National Association of School Psychologists and as a reviewer for the Journal of Genetic Counseling and Teaching Children of Poverty.

Selected Publications

• Herzog, T. K., & Hill-Chapman, C.R. (2012). Relationship formation and early risk exposure: Diverging associations with romantic self-concept and attachment. Journal of Adult Development, 19(5), 250-265.
• Hill, C. R. & Hughes, J. N. (2007). Further evidence of the convergent and discriminant validity of the strengths and difficulties questionnaire. School Psychology Quarterly, 22, 380-406.  
• Hughes, J. N., Zhang, D. & Hill, C. R. (2006). Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children. Journal of School Psychology, 43, 447-463.

Dr. Mike Jordan is a Professor Emeritus after serving on the FMU faculty from 1972—2011.  He received his Bachelor of Arts degree in Psychology at Georgia State College in 1968, his Master of Arts degree in 1970 and his Doctor of Philosophy degree in Social Psychology in 1972 from Georgia State University.

Currently, Dr. Jordan is teaching data analysis and research methods at the University of North Carolina-Wilmington.  While at FMU, Dr. Jordan served as Director of Institutional Research and retired as the Walter D. Smith Professor of Psychology.  Dr. Jordan was awarded the FMU Distinguished Professor award, the first South Carolina Psychology Association Teaching of Psychology Award, and several awards for public service from non-profit organizations in the Pee Dee region of South Carolina.

Suzette McElveen is a Licensed Professional Counselor in South Carolina. She earned her Bachelor of Science in Psychology and Minor in Health Promotion, Education, and Behavior from the University of South Carolina. Suzette later earned a Master of Science in Clinical Counseling Psychology from Francis Marion University.

Ronald T. Murphy received a PhD in Clinical Psychology at the State University of New York at Binghamton in 1989. Dr. Murphy’s publications include book chapters and journal articles on substance use by incarcerated adolescents, academic functioning of children of alcoholics, psychological assessment, motivation to change among combat veterans, and the effects of  the event on September 11th on stress and academic functioning among African-American college students.

His research interests include enhancement of PTSD treatment engagement among combat veterans, fostering academic engagement among first generation college students, and psychological barriers for the homeless. He had a publication reporting results from a randomized control trial of an intervention designed to increase treatment engagement among veterans in a PTSD treatment program.  He has consulted to various organizations and treatment sites across the country, including VA clinics and the Department of Defense. He is a member of the Pee Dee Area Veterans Advisory Council and is involved in community work with veterans and the homeless.

Bio

Jesse Sargent earned his B.A. from the University of Vermont in 1991 and his Ph.D. from George Washington University in 2009.  After a three year post-doctoral fellowship at Washington University in St. Louis, he joined the faculty at Francis Marion in the fall of 2012.

Dr. Sargent is an experimental cognitive psychologist who studies memory and the brain.  His focus is on spatial cognition.  He is interested in how humans organize, store and manipulate mental representations of spatial locations on both larger, environmental scales (e.g. where is the library?) and smaller, figural scales (e.g., where was that file on my desktop?).  Dr. Sargent’s lab collects behavioral and electrophysiological data from younger and older adults in order to understand how our brains segment and group visuospatial information, and how those processes affect memory capacity as we age.

Each semester, a small group of students (around 7, +/- 2) participate in Dr. Sargent’s lab.  Research articles are discussed in weekly lab meetings and research assistants are trained to run participants in ongoing behavioral and electroencephalography (EEG) studies.  Data are examined and interpreted with an eye towards designing subsequent experiments and shaping the future of the research program.  Independent, student research projects are also possible for highly motivated students.  Students interested in gaining research experience in cognitive neuroscience are encouraged to talk with Dr. Sargent.

Research Interests

• Spatial cognition and memory
• Event segmentation
• Cognitive aging
• Electroencephalography (EEG)

Selected/Recent Publications:

Sargent, J., Zacks, J., Hambrick, Z. & Lin, N. (2019). Event memory uniquely predicts memory for large scale space. Memory & Cognition, 47(2), 212-228. Richmond, L. L., Sargent, J. Q., Flores, S. & Zacks, J. M. (2018). Age differences in spatial memory for mediated environments. Psychology and Aging, 33(6), 892-903.

Bailey, H. R., Kurby, C. A., Sargent, J. Q., & Zacks, J. M. (2017). Attentional focus affects how events are segmented and updated in narrative reading. Memory & Cognition. 45(6), 940-955. DOI: 10.3758/s13421-017-0707-2

Eisenberg, M. L., Sargent, J. Q., & Zacks, J. M. (2016). Posttraumatic Stress and the Comprehension of Everyday Activity. Collabra, 2(1):11, 1-10. DOI:  http://dx.doi.org/10.1525/collabra.43

Sargent, J., Zacks, J. M., Hambrick, D. Z., Zacks, R. T., Kurby, C. A., Bailey, H. R., Eisenberg, M. L., & Beck, T. (2013). Event Segmentation uniquely predicts event memory. Cognition, 129, 241-255.

Sargent, J., Dopkins, S., Philbeck, J., & Chichka, D. (2010). Chunking in spatial memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 576-589.

Sargent, J., Dopkins, S., Philbeck, J. & Modarres, R. (2008). Spatial memory during progressive disorientation. Journal of Experimental Psychology: Learning, Memory and Cognition, 34, 602-615.

Bio

Charlotte Stephens is the Administrative Assistant in the Psychology Department. She earned her Bachelor of Science in Psychology from Francis Marion University. She is a lifetime member of Psi Chi.

William P. Wattles is a former Chair of the Psychology Department. He is a Licensed Clinical Psychologist and a member of the Association for Psychological Science. Will received a Bachelor of Arts in Economics from Tufts University, a Bachelor of Arts in Psychology from the University of Texas-Austin and a Doctor of Philosophy in Clinical/Community Psychology from the University of South Carolina-Columbia. He taught undergraduate courses in Health Psychology and Quantitative and Psychometric Methods. For the graduate program he taught Group Counseling and Psychotherapy and Psychological Assessment: Personality and Psychopathology with associated practica for both.

Research Interests:

Bio

Dr. Erica L. Young earned her Bachelor of Science in Psychology from the College of Charleston in Charleston, South Carolina. She went on to study in the area of Clinical/Counseling Psychology. She later earned a Master of Science in Applied Psychology from Francis Marion University. Dr. James completed her Doctoral Internship at the Counseling and Human Development Center at the University of South Carolina-Columbia as part of her doctoral training in Counseling Psychology from the University of Georgia.

Her research interests include depression and anxiety and help-seeking attitudes among minority groups. She also has a special interest in help-seeking behaviors and attitudes among African American women and mental health service utilization of college students.

Dr. Young also serves as the Cheerleading Advisor for the FMU Athletics Department.