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Christina Hardway

Associate Professor and Chair, Psychology


B.A., Psychology, University of Chicago
M.A., Developmental Psychology, University of Michigan
Ph.D., Developmental Psychology, University of Michigan


Click here for my curriculum vitae

Courses Taught
Introduction to Psychology
Psychological Inquiry and Methodology
Developmental Psychology
Field Experience: Ethnography
Senior Seminar
Psychology of Identity and Purpose

Recent Honors and Awards
2014-15 Faculty Fellow, Merrimack College’s Center for Excellence in Teaching and Learning

2015 Edward G. Roddy Outstanding Teacher of the Year, for work in the classroom

Professional Experience

My research has largely investigated the factors that promote circumstances and interventions that allow an individual to approach the world in an intellectually engaged manner. One stream of this research has focused on helping individuals overcome anxiety or behavioral inhibition to be involved in the world in a meaningful and productive way. Other aspects include investigating contextual factors (like the environments in the home, workplace or the classroom) that help individuals approach knowledge acquisition in a positive and engaged fashion.  

My work as a researcher has led me to believe that learning is most enduring when students actively engage new material and find ways to make it relevant to their own lives. When students are challenged to integrate new knowledge with their existing ideas about the world, they retain that information in a more meaningful way. My goals are for students to understand findings from research in psychology, the process of conducting a research investigation and how this information can be applied to issues that individuals, communities and businesses confront in the world.  

I see my classes as a chance for students to gain the skills they need to critically evaluate psychological and other social science research presented in scientific literature, as well as the popular press and media. I was fortunate to have the opportunity to spend a year as a Faculty Fellow at Merrimack’s Center for Excellence in Teaching and Learning; while there, I examined ways to help students improve their own metacognition. I’m committed to helping individuals develop a better understanding of their own intellectual endeavors and how these are related to their larger personal and professional goals.

This philosophy of teaching is perhaps best expressed in my brief commencement speech. To extend my research and work with students in the classroom, I became a qualified Mindfulness-Based-Stress-Reduction teacher, based on extensive training at the University of Massachusetts, Center for Mindfulness. I seek to integrate the practice of mindfulness in all aspects of my teaching and research. 


Selected Publications

Hardway, C.L. & McCartney, K. (2016). Child Care at the nexus of research, practice, and policy: In R. Schaffer (ed.) Blackwell Handbook of Developmental Psychology in Practice: Opportunities and Obstacles In Giving Developmental Psychology Away.

Hardway, C.L., Pincus, D.B., Gallo, K.P., & Comer, J.S. (2015). Parental involvement in intensive treatment for adolescent panic disorder and its impact on depression. Journal of Child and Family Studies

Hardway, C.L. & Stroud, M. (2014). Using student choice to increase students’ knowledge of research methodology, improve their attitudes toward research, and promote acquisition of professional skills. International Journal on Teaching and Learning in Higher Education, 26.

Gallo, K.P., Cooper-Vince, C.E., Hardway, C., Pincus, D.B., & Comer, J.S. (2014). Trajectories of change across outcomes in intensive treatment for adolescent panic disorder and agoraphobia. Journal of Clinical Child and Adolescent Psychology. doi:10.1080/15374416.2013.794701

Pincus, D., Madigan, R., Kerns, C., Hardway, C., & Comer, J. (2014). Managing maladaptive mood and arousal. In E. Sburlati, H. Lyneham, C. Schniering, & R. Rapee (Eds.) Evidence Based CBT for Anxiety and Depression in Children and Adolescents: A Competencies Based Approach. Wiley & Sons, Ltd.

Pincus, D., Elkins, M., Weiner, C.L., & Hardway, C. (2014). Cognitive behavioral treatment of sleep disorders in children and adolescents. In D. Mostovsky (Ed.) Handbook of Behavioral Medicine, New Jersey: Wiley.

Pincus, D.B., Elkins, R. M., & Hardway, C. (2014). Intensive treatments for adolescent panic disorder and agoraphobia: Helping youth move beyond avoidance. Psychopathology Review, 1(1), 189-194. doi: 10.5127/pr.033313.

Hardway, C., Kagan, J., Snidman, N., & Pincus, D. B. (2013). Infant reactivity as a predictor of child anxiety, social ease, and parenting behavior in middle childhood. Journal Of Psychopathology And Behavioral Assessment, doi:10.1007/s10862-013-9362-5

Otis, J.D., Sanderson, K., Hardway, C., Tun, C., Soumekh, S. (2013). A Randomized Controlled Trial of a Cognitive Behavioral Therapy Approach for Painful Diabetic Peripheral Neuropathy. The Journal of Pain. doi:10.1016/j.jpain.2012.12.013

Parent, J.D., Sullivan, C.C., Hardway, C.L., Butterfield, D.A. (2012). A model and test of individual and organization factors influences individual adaptation to change. The Organization Management Journal Current Empirical Research Track, 9, 216-235.

Otis, J.D., Gregor, K., Hardway, C., Morrison, J, Scioli, E., Sanderson, K. (2010). The Prevalence and Impact of Co-morbid Chronic Pain and Posttraumatic Stress Disorder on US Veterans Referred for the Psychological Treatment of Chronic Pain. Psychological Services, 7, 126-135. doi:10.1037/a0020512

Peer-Reviewed Presentations

Parent, J., Lovelace, K., Hardway, C., & Seitchik, A. (2016, May). Enhancing Team Learning Experiences in the Classroom. Management Education and Development Track Eastern Academy of Management Conference.

Hardway, Stroud, M, & LaTorre, J. (2016, February). Interest, Internet-based Video, and Student Learning Outcomes. Conference on Higher Education Pedagogy, Blacksburg, VA.

Pincus, D.B., Leyfer, O., Hardway, C., Elkins, R.M., & Comer, J.S. (2014, November).  Recent advances in the development of psychological treatments for adolescents with panic disorder.  In A. Asnaani, (Chair), Novel and Innovative Applications of Evidence-Based Treatments for Emotional Disorders in Adolescent Patients.  Paper presented at the 48th Annual Convention of the Association for Behavioral and Cognitive Therapies, Philadelphia, PA.

Hardway, C.L., Pincus, D.B., Gallo, K.P., & Comer, J.S. (2013, April). The effects of intensive treatment for adolescent panic disorder on their parents’ negative emotional symptoms. Poster presentation at the biennial meeting of the Society for Research in Child Development, Seattle, WA, April, 18-20, 2013. 

Mercier, D., Orlando, A., Stroud, M. J., Shaw, R. J., Hardway, C.L., (2013, March). Generate a Test: Generating Test Questions Improves Long-Term Retention. Poster presentation at the Annual Meeting of the Eastern Psychological Association, New York City, NY.

Pincus, D., Gallo, K., Hardway, C.L., Angelosante, A., & Whitton, S. (2012, November).  Intensive 8-Day Treatment of Adolescent Panic and Agoraphobia:  Results of a Randomized Controlled Trial Investigating the Relative Benefits of Family Involvement. Paper presented as part of symposium, “A Second Generation of Treatment Studies in Childhood Anxiety Disorders”. (T. Ollendick & S. Schneider, Co-Chairs).  Presented at the 46th annual convention of the Association for Behavioral and Cognitive Therapies (ABCT), National Harbor, MD.

Hardway, C.L. & Stroud, M., (October, 2012). Study of student life: Using group and individual research to enhance students’ professional development. Poster presentation at the Northeastern Conference for Teachers of Psychology, Worcester, MA, October, 12, 2012. 



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