BRANDON E. GIBBAssociate Professor of Psychology
Ph.D., Temple University
Internship: Brown University Clinical Psychology Training Consortium
Areas: Clinical Psychology
E-mail: bgibb@binghamton.edu
Phone: (607) 777-2511
Office: Clearview Hall, Room 56
Curriculum Vitae (.pdf, 161.0kb)
Director of the Mood Disorders Institute, which specializes in understanding the etiology and treatment of unipolar depression. Editorial board: Cognitive Therapy and Research, International Journal of Cognitive Therapy, Journal of Social and Clinical Psychology, Journal of Clinical Child and Adolescent Psychology. Professional Societies (Memberships): Association for Advancement of Behavior Therapy, American Psychological Association, American Association of Suicidology, International Association of Cognitive Psychotherapy, Society for Research in Psychopathology, Society for a Science of Clinical Psychology (APA Division 12, Section 3).
Research Interests: Vulnerability to depression in children and adults; cognitive vulnerability-stress models of depression; childhood emotional maltreatment; suicide; developmental psychopathology, psychiatric genetics.
My research focuses on cognitive, genetic and environmental risk factors for the development of depression and anxiety in children, adolescents and adults. Specifically, we are seeking to integrate cognitive and psychiatric genetic theories of psychopathology by evaluating whether information-processing biases (attention, interpretation and memory) featured in the cognitive theories may represent intermediate phenotypes for specific genetic influences. We are also evaluating gene x cognition x environment models of risk for depression. We are particularly interested in examining how multiple levels of analysis work together to increase depression risk, spanning genetic and epigenetic influences, physiology, cognition, affect and environmental influences. Our work incorporates a number of approaches including experimental psychopathology and prospective multi-wave designs, and methodologies including next-generation gene sequencing and methylation analyses, eye tracking, psychophysiology, ERPs and structured, detailed assessments of various environmental influences and psychiatric symptoms/diagnoses. Although we have a number of ongoing projects, our largest current project is an NICHD-funded multi-wave longitudinal study examining the development of children's information-processing biases and their role as a mechanism of risk in the intergenerational transmission of depression.
My primary goal as a mentor is to share my enthusiasm for research with my students and to help them develop into independent researchers. Students who are the best match for this lab, therefore, are those interested in research careers. Students are treated as junior colleagues, and I try to adjust the amount of supervision versus independence given based upon each student's needs. Although graduate students are expected to assist in the implementation and dissemination of ongoing lab studies, emphasis is also given to helping students design, implement, and publish their own studies. Consistent with the scientist-practitioner model, students receive training not only in designing and implementing developmental psychopathology studies of depression, but also in providing cognitive therapy for depression.
Gibb, B.E., Chelminski, I., & Zimmerman, M. (2007). Childhood emotional, physical, and sexual abuse and diagnoses of depressive and anxiety disorders in adult psychiatric outpatients. Depression and Anxiety, 24, 256-263.
Gibb, B.E., & Abela, J.R.Z. (2008). Emotional abuse, verbal victimization, and the development of children’s negative inferential styles and depressive symptoms. Cognitive Therapy and Research, 32, 161-176.
Gibb, B.E., Andover, M.S., & Miller, I.W. (2009). Depressive characteristics of adult psychiatric inpatients with a history of multiple versus one or no suicide attempts. Depression and Anxiety, 29, 568-574.
Gibb, B.E., Benas, J.S., Grassia, M., & McGeary, J. (2009). Children’s attentional biases and 5-HTTLPR genotype: Potential mechanisms linking mother and child depression. Journal of Clinical Child and Adolescent Psychology, 38, 415-426.
Gibb, B.E., Urhlass, D.J., Grassia, M., Benas, J.S., & McGeary, J. (2009). Children’s inferential styles, 5-HTTLPR genotype, and maternal expressed emotion-criticism: An integrated model for the intergenerational transmission of depression. Journal of Abnormal Psychology, 118, 734-745.
