Dr. Reeb received his Ph.D. in clinical psychology from Virginia Commonwealth University in 1993. Following his clinical internship at the Brown University Internship Consortium, Dr. Reeb joined the faculty in 1993. At the undergraduate level, he routinely teaches Abnormal Psychology and Health Psychology courses, but he has also taught child psychology, interpersonal relations, helping relations, group dynamics, and careers in psychology. At the graduate level, Dr. Reeb routinely teaches Theories and Research in Psychopathology and Assessment of Intelligence, but he has also taught Developmental Psychology.
In addition, Dr. Reeb chairs M.S. theses on a routine basis. Dr. Reeb's research interests are in the areas of stress and coping, self-efficacy theory, psychopathology, assessment, health/pediatric psychology, and service-learning program evaluation.
At the University of Dayton, Dr. Reeb received the Outstanding Faculty Service-Learning Award (1997) and the Research/Scholarship in Service-Learning Award (1998), and he was nominated for the National 1998 Campus Compact Thomas Ehrlich Faculty Award for Service-Learning by the President of the University of Dayton. Other awards include the American Psychological Association Dissertation Award (1991) and the Springer Award (1994) for Excellence in Research in Rehabilitation Psychology (American Psychological Association, Division 22).
As a faculty member at the University of Dayton, I have a scientist-practitioner perspective, and I attempt to integrate my teaching, research, and service activities whenever possible. Given the scientist-practitioner perspective, I am enthusiastic about the application of theory and research to practice in the community. I also have a biopsychosocial perspective, meaning that I am interested in the ways in which biological factors, psychological factors, and social/community factors interact in contributing to the development and course of health problems (mental and physical) in the community. I believe that the scientist-practitioner and biopsychosocial perspectives facilitate my attempts to teach and conduct research in ways that support the Mission of the University of Dayton. I enjoy the opportunities at UD to collaborate with students in research and/or service-learning projects, and some of my publications and conference presentations are based on these collaborative efforts.
- Ph.D. Virginia Commonwealth University, 1993
- Stress and coping
- Self-efficacy theory
- Psychopathology, assessment
- Health/pediatric psychology
- Program evaluation of service-learning programs and other community-oriented projects
Reeb, R.N. (2000). "Classification and diagnosis of psychopathology: Conceptual foundations." Journal of Psychological Practice, 6, 3-18.
Altum, S., Reeb, R.N. (1999). "Are measures of self-efficacy reactive?" Behavior Therapy, 30, 697-704.
Reeb, R.N., Sammon, J.A., & Isackson, N.L. (1999). "Clinical application of the service-learning model in psychology: Evidence of educational and clinical benefits." Prevention and Intervention in the Community, 18, 65-82.
Reeb, R.N., Katsuyama, R.M., Sammon, J.A., & Yoder, D.S. (1998). "The Community Service Self-Efficacy Scale: Evidence of reliability, construct validity, and pragmatic utility." Michigan Journal of Community Service Learning, 4, 48-57.