Ph.D., Emory University, 2006
My research investigates models to explain the development of depression and anxiety using designs that combine the principles of developmental psychopathology with methodology from behavior genetics, psychophysiology, and developmental psychology. I am particularly interested in identifying factors that protect high-risk children, especially offspring of depressed parents, from developing social and emotional problems. Our current lab studies focus on various social-cognitive and empathy-related constructs as potential risk and protective factors. You can learn more about our lab and how to participate in our studies at www.FEELINGSlab.com.
Undergraduate and graduate student research assistants are critical to the success of this research program. Students have the opportunity to learn diverse skills, such as rating behaviors during parent-child interactions, scoring psychophysiological data, administering psychological measures and interviews, and learning statistical techniques for investigating complex research questions. I always welcome inquiries from interested students. Undergraduate students can apply to work in the lab by completing an online application: https://www.surveymonkey.com/s/FEELINGSLabApp.
My clinical interests overlap with my research program and inform our research questions. I have experience conducting family, individual, and group interventions for children and adolescents in diverse settings and expertise in evaluations of psychopathology, social and behavioral functioning, and learning abilities. My approach to treatment and assessment is strongly grounded in the empirical literature and incorporates principles and strategies from cognitive-behavioral therapy, behavior family therapy, and family systems theories.
Recent Publications (student authors italicized)
Tully, E. C., Ames, A. A., Garcia, S. E., & Donohue, R. D. (in press). Quadratic associations between empathy and depression and the moderating influence of dysregulation. The Journal of Psychology. doi: 10.1080/00223980.2014.992382.
Tone, E. B., & Tully, E. C. (2014). Empathy as a “risky strength”: A multilevel examination of empathy and risk for internalizing disorders. Development and Psychopathology, 26, 1547-1565. doi: 10.1017/S0954579414001199.
Masuda, A., Muto, T., Tully, E. C., Morgan, J. & Hill, M. L. (2014). Comparing Japanese college students’ and U.S. college students’ disordered eating, distress, and psychological inflexibility: A cross-national study. Journal of Cross-Cultural Psychology, 45, 1162-1174. doi: 10.1177/0022022114534982.
Tully, E. C., & Iacono, W. G. (2014). An integrative common liabilities model for the comorbidity of substance use disorders with externalizing and internalizing disorders. In K. Sher (Ed.), The Oxford Handbook of Substance Use Disorders (Vol. 2). New York: Oxford University Press. doi:10.1093/oxfordhb/9780199381708.013.20.
Tully, E. C., Donohue, M. R., & Garcia, S. E. (2014). Children's empathy responses and their understanding of mother's emotions. Cognition & Emotion, 1-12. doi: 10.1080/02699931.2014.898614. PMID: 24650197. PMC4170047.
Tarantino, N. Tully, E.C., Garcia, S., South, S., Iacono, W.G., & McGue, M. (2014). Genetic and environmental influences on affiliation with deviant peers during adolescence and early adulthood. Developmental Psychology, 50, 663-673. doi: 10.1037/a0034345. PMID: 24015689. PMC4249678.
Masuda, A., Mandavia, A., & Tully, E. C. (2013). The role of psychological inflexibility and mindfulness in somatization depression and anxiety among Asian Americans in the United States. Asian American Journal of Psychology. doi: 10.1037/a0034437.
Ngai, I., Tully, E. C., & Anderson, P. L. (2013). The course of the working alliance during cognitive behavior therapy for social anxiety disorder. Behavioural and Cognitive Psychotherapy. doi: 10.1017/S135246581300088X. PMID: 24131567.
Garcia, S., Tully, E. C., Tarantino, N., South, S. Iacono, W. G., & McGue, M. (2013). Changes in genetic and environmental influences on trait anxiety from middle adolescence to early adulthood. Journal of Affective Disorders, 151, 46-53. doi: 10.1016/j.jad.2013.05.046. PMID: 23768528. PMC3769500.
Edmonds, F., Masuda, A., & Tully, E. C. (2013). Relations among self-concealment, mindfulness, and internalizing problems. Mindfulness, 5, 497-504.doi: 10.1007/s12671-013-0204-z
Williamson, R. A., Donohue, M. R., & Tully, E. C. (2013). Learning how to help others: Two-year-olds’ social learning of a prosocial act. Journal of Experimental Child Psychology, 114(4), 543-550.doi:10.1016/j.jecp.2012.11.004. PMID: 23273576.