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
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.
Most generally, I am interested in evaluating cognitive vulnerability-stress theories of depression in children and adults. More specifically, I am interested in factors contributing to the development of a cognitive vulnerability to depression. In conducting this research, I have focused primarily on the impact of childhood emotional abuse and verbal victimization from peers. Most recently, I have begun to investigate the potential impact of specific genes (e.g., polymorphisms in the serotonergic system) not only in terms of their relation to information-processing biases, but also how candidate polymorphisms may be integrated as additional moderators within cognitive vulnerability-stress models of depression and suicide.
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.
