Irene López is an associate professor of psychology. She teaches in the psychology department and for the women's and gender studies and Latino studies concentrations.
Born and raised in the Bronx, Dr. López is a clinical psychologist who studies psychopathology using a cross-cultural and feminist lens. Her areas of interests are in the intersection of psychology and anthropology, which was a topic that she explored in detail when she was a National Institute of Mental Health postdoctoral scholar with Family Research Consortium IV and Visiting Scholar at the Institute for Health, Health Care Policy and Aging Research at Rutgers University. In particular, she is interested in the impact of acculturation on mental health, cross-cultural psychopathology and socioeconomic status. Other areas of interest are phenotype, racial and ethnic identity, and women's issues in ethnic minority communities, which she seeks to understand within the tradition of liberation psychology.
Dr. López has received…
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Irene López is an associate professor of psychology. She teaches in the psychology department and for the women's and gender studies and Latino studies concentrations.
Born and raised in the Bronx, Dr. López is a clinical psychologist who studies psychopathology using a cross-cultural and feminist lens. Her areas of interests are in the intersection of psychology and anthropology, which was a topic that she explored in detail when she was a National Institute of Mental Health postdoctoral scholar with Family Research Consortium IV and Visiting Scholar at the Institute for Health, Health Care Policy and Aging Research at Rutgers University. In particular, she is interested in the impact of acculturation on mental health, cross-cultural psychopathology and socioeconomic status. Other areas of interest are phenotype, racial and ethnic identity, and women's issues in ethnic minority communities, which she seeks to understand within the tradition of liberation psychology.
Dr. López has received a number of awards for her teaching and research, including the Harvey F. Lodish Junior Faculty Development Professor in the Natural Sciences, a faculty fellowship by the American Association of Hispanics in Higher Education and a High Flyer Excellence in Teaching Award from the University of Missouri-Columbia. In 2011, she was awarded an NIMH Early Career Investigator to attend the World Mental Health Congress of the World Federation for Mental Health in Cape Town and was part of the inaugural American Psychological Association's Delegation to Cuba. She has also served as a task force member of the American Psychology Association Committee on Socioeconomic Status.
An avid photographer, Dr. López is married to Dr. Thomas Hawks, a poet who teaches creative writing. In 2010, both taught as part of the program Semester At Sea where they visited and lectured on various countries around the world (i.e., China, Japan, Viet Nam, India, Mauritius, South Africa, Ghana and Brazil). They are the proud parents of Spencer and Sabina Hawks.
Areas of Expertise
Cross-cultural psychopathology, women's issues in ethnic minority communities, acculturation and mental health, skin color.
Education
2005 — Doctor of Philosophy from Kent State University
1998 — Master of Arts from Kent State University
1991 — Bachelor of Arts from Vassar College
Courses Recently Taught
PSYC 221
Abnormal Psychology
PSYC 221
This course provides students with an overview of the classification, causes, pathways, and treatment of adult mental disorders, including anxiety, mood disorders and personality disorders. Included will be discussion of critical issues and controversies in this field, such as the definition of abnormality, as well as an extended emphasis on cross-cultural issues in psychopathology. This counts toward the clinical issues and health requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every year.
PSYC 227
Cross-Cultural Psychology
PSYC 227
There are approximately 7 billion people in the world. And yet most of the theories we use to explain psychological functioning have been based on limited samples drawn from the West. In this course, we will examine in greater detail the impact of culture on human behavior and review issues such as the role of culture in the concept of the self, the cultural influences on social behavior, the association of culture and cognition, and the measurement and experience of cross-cultural psychopathology. By integrating research from various social science disciplines (such as anthropology and sociology), students should gain a wider appreciation of the influence on culture on everyday experiences, while simultaneously understanding that culture is not a static or homogeneous entity. This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every other year.
PSYC 228
Latino Psychology
PSYC 228
Latino psychology is a vibrant and emerging field geared toward understanding the experiences of the largest minority group in the United States &emdash; either U.S.-born or U.S.-residing Latinos. Unlike cross cultural psychology, its focus is less on the intercultural group differences and more on intracultural differences and similarities across Latino subgroups. More specifically, this course will focus on understanding the core experiences of Latinos in the U.S. while also revealing the heterogeneity of this group. Students will begin this course by reviewing the history of Latino psychology. Following this, topics to be explored include a review of demographic variables (such as immigration/migration, socioeconomic status, language, gender, race and sexuality), and interpersonal variables (such as psychological acculturation, ethnic identity, cultural values and perceived discrimination), and how these variables often operate in conjunction when trying to understand Latino mental health. A special focus of the class will also be on the assessment of Latino psychopathology, such as the Latino cultural idioms of distress "ataques de nervios," "nervios" and "susto." This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every other year.
PSYC 321
Abnormal Psychology
PSYC 321
This course provides students with an overview of the classification, causes, pathways, and treatment of adult mental disorders, including anxiety, mood disorders and personality disorders. Included will be discussion of critical issues and controversies in this field, such as the definition of abnormality, as well as an extended emphasis on cross-cultural issues in psychopathology. This counts toward the clinical issues and health requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every year.
PSYC 327
Cross-Cultural Psychology
PSYC 327
There are approximately 7 billion people in the world. And yet most of the theories we use to explain psychological functioning have been based on limited samples drawn from the West. We will examine in greater detail the impact of culture on human behavior and review issues such as the role of culture in the concept of the self, the cultural influences on social behavior, the association of culture and cognition and the measurement and experience of cross-cultural psychopathology. By integrating research from various social science disciplines (such as anthropology and sociology), students should gain a wider appreciation of the influence on culture on everyday experiences, while simultaneously understanding that culture is not a static or homogeneous entity. This counts toward the sociocultural perspectives requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every other year.
PSYC 328
Latino Psychology
PSYC 328
Latino psychology is a vibrant and emerging field geared toward understanding the experiences of the largest minority group in the United States, either U.S.-born or U.S.-residing Latinos. Unlike cross cultural psychology, its focus is less on the intercultural group differences and more on intracultural differences and similarities across Latino subgroups. More specifically, this course will focus on understanding the core experiences of Latinos in the U.S. while also revealing the heterogeneity of this group. Students will begin by reviewing the history of Latino psychology. Following this, topics to be explored include a review of demographic variables (such as immigration/migration, socioeconomic status, language, gender, race and sexuality), and interpersonal variables (such as psychological acculturation, ethnic identity, cultural values and perceived discrimination), and how these variables often operate in conjunction when trying to understand Latino mental health. A special focus of the class will also be on the assessment of Latino psychopathology, such as the Latino cultural idioms of distress "ataques de nervios," "nervios" and "susto." This counts toward the sociocultural perspectives requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every other year.
PSYC 342
Clinical Psychology
PSYC 342
This course introduces students to the field of clinical psychology. Through readings, videos, discussion and in-class role-plays you will be exposed to the major therapeutic orientations in psychology (including psychodynamic, cognitive-behavioral and person-centered therapy) as well as newer schools of interventions (including feminist therapy, multicultural counseling and community psychology). In addition, we will cover other areas in clinical psychology, such as testing and assessment, and the difficulties involved in the assessment of others. A special area of focus in this course will be forensic psychology. Case studies from the instructor's experience as a therapist will be used throughout the course to further highlight the material. This course is best suited for students who are considering applying to graduate school in clinical psychology. PSYC 321 is strongly recommended. This counts toward the clinical issues and health requirement for the major. Prerequisite: PSYC 250. Typically offered every year.
PSYC 391
ST: Disaster Psychology
PSYC 391
PSYC 475
Psychology Senior Seminar
PSYC 475
This is a required course for senior psychology majors. Each section will have a different topic, but in every seminar students will read and discuss psychological literature, write and discuss critiques of research articles, develop a review paper on a topic in psychology develop a research proposal on a topic in psychology and make a formal oral presentation to the class. This counts toward the senior capstone requirement for the major. Prerequisite: senior standing and psychology major. Offered every fall.
WGS 111
Introduction to Women's and Gender Studies
WGS 111
This course provide students with critical frameworks for thinking about the social construction of gender at the personal and institutional levels. Emphasis will be placed on diverse women’s significant contributions to knowledge and culture; to other areas of gender studies, including men’s studies, family studies and the study of sexuality; and to the intersections of various forms of oppression both within and outside of the U.S. The course will include both scholarly as well as personal texts, visual as well as written text. This counts toward the introductory requirement for the major .This course paired with any other .50 unit WGS course counts toward the social science diversification requirement. Offered every semester.
WGS 493
IS: Adv Res: Psyc of Paraphila
WGS 493
Individual study enables students to examine an area not typically covered by courses regularly offered in the program. The course can be arranged with a faculty member in any department but must conform to the usual requirements for credit in the program: gender is a central focus of the individual study, and the course draws on feminist theory and/or feminist methodologies. The amount of work should be similar to that in any other 400-level course. Individual Study courses may be used toward the major or concentration. To enroll, a student should first contact a faculty member and, in consultation with that professor, develop a proposal. The proposal, which must be approved by the program director, should provide: a brief description of the course/project (including any previous classes that qualify the student), a preliminary bibliography or reading list, an assessment component (what will be graded and when) and major topical areas to be covered during the semester. The student and faculty member should plan to meet approximately one hour per week or the equivalent, at the discretion of the instructor. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline. This interdisciplinary course does not count toward the completion of any diversification requirement.
Academic & Scholarly Achievements
2016
Lewis-Fernández, R., & López, I. (in press). Ataques de Nervios. In Unusual and Rare Psychological Disorders. Oxford University Press.
López, I. & Legan, O.* (2016). Controlling for class - or the persistence of classism in psychology. In A. L. Hurst & S. K. Nenga (Eds.), Working in Class: Recognizing How Social Class Shapes Our Academic Work. (pp. 23-34). Rowman & Littlefield.
Diversity Abroad Task Force on Race & Ethnicity. (Feb. 2016). Introduction to Race Matters in Education Abroad Blog Series: Color Blindness is Not the Answer [Web log post]. Retrieved from https://www.diversitynetwork.org/news/298878/Colorblindness-Is-Not-the-Answer.htm
2015
López, I., *Walker H. M., L., & *Yildiz Spinel, M. (2015). Understanding the association between phenotype and ethnic identity. In C. E. Santos & A. Umaña-Taylor (Eds.). Studying Ethnic Identity: Methodological and Conceptual Approaches Across Disciplines. (pp. 119-148). Washington, D. C: American Psychical Association.
2014
International Medical Corps & UNICEF (2014). Mental health / psychosocial and child protection for Syrian adolescent refugees in Jordan. Amman, Jordan. Retrieved from http://www.alnap.org/resource/19465 (assisted with focus groups)
2013
López, I & *Ho., A. (2013). Culture-bound or culturally salient? Unbinding the culture-bound syndromes. In K. Keith (Ed.). Encyclopedia of Cross Cultural Psychology. Wiley Blackwell Publishers.
2012
Diemer, M.A., Mistry, R., Wadsworth, M.E., López, I. & Reimers, F. (2012). Best practices in conceptualizing and measuring social class in psychological research. Analyses of Social Issues & Public Policy. doi: 10.1111/asap.12001
2012
López I, *Gonzalez, A.N., & *Ho, A. (2012). Skin Color. In T. F. Cash (Ed.). Encyclopedia of Body Image and Human Appearance, Vol 2. (pp. 730–737). San Diego: Academic Press.
2011
López, I., Ramirez, R., Guarnaccia, P., Canino, G., & Bird, H. Ataques de nervios and somatic complaints among Island and Mainland Puerto Rican children. (2011). CNS Neuroscience & Therapeutics, 17, (3), 158-166.doi: 10.1111/j.1755-5949.2010.00137.x
2011
Rivera, F., López, I., Ramirez, R., Guarnaccia, P., Canino, G., & Bird, H. Perceived discrimination and antisocial behaviors in Puerto Rican children. (2011). Journal of Immigrant and Minority Health, 13, (3), 453-461. doi: 10.1007/s10903-010-9421-x
2011
López, I., Dent, T., Ecosto, E, & *Prado-Steiman, M. (2011). Theories of acculturation and cultural identity. In A. Zagelbaum & J. Carlson (Eds.). Working with Immigrant Families: A Practical Guide for Counselors (pp. 21-37). New York, NY: Routledge/Taylor & Francis Group.
2009
López, I., Rivera, F., Ramirez, R., Guarnaccia, P., Canino, G., & Bird, H. (2009). Ataques de nervios and their psychiatric correlates in Puerto Rican children from two different contexts. Journal of Nervous and Mental Diseases, iii-x, 12, 923-929. doi: 10.1097/NMD.0b013e3181c2997d
2008
López, I. R. (2008). Puerto Rican phenotype: Understanding its historical underpinnings and psychological associations. Hispanic Journal of Behavioral Sciences, 30, (2), 161-180. doi: 10.1177/0739986307313116.
2008
López, I. R. (2008). “But you don’t look Puerto Rican”: The buffering effects of ethnic identity on the relation between skin color and self-esteem among Puerto Rican women. Cultural Diversity & Ethnic Minority Psychology, 14, (2), 102-108. doi: 10.1037/1099-9809.14.2.102
* indicates Kenyon Student