ÌÒñ«ÉçÇø

Professor Michele Zaccario, PhD, Psychology

Image

Michele Zaccario, PhD, is a professor of Psychology at ÌÒñ«ÉçÇø on the New York City campus, teaching in the undergraduate and doctoral programs. She serves as the co-director of the Psychology undergraduate program and the School-Clinical Child Psychology doctoral program. Professor Zaccario is a New York State licensed psychologist, consultant practitioner, and researcher within the Pediatric Department of New York University Langone Medical Center Division of Neonatology, working with high-risk infants and young children.

We spoke with Professor of Psychology Zaccario about her research and how psychology majors at ÌÒñ«ÉçÇø are engaged in her important work.

Professor Zaccario’s research interests include clinical specialty and research in psychological and personality assessment, the neurodevelopmental follow-up of premature and developmentally at-risk infants, and the neuropsychological assessment of neurologically impacted and medically fragile children and adolescents.

Tell us about your research foci.

My research stems from my clinical work in pediatric psychology working with medically fragile infants and children. I directly assess neurodevelopmental outcomes, as well as psychological and neuropsychological skills and abilities by conducting evaluations on the children and working with parents and family members.

This work is important as it contributes to the outcome literature associated with premature infant development, post-surgical interventions, and recovery from neurological injury. More important, I get to work directly with children and families, and my clinical work and research can potentially positively support their development and psychological well-being.

What are you passionate about in the research you do? In what capacity are you involved with external communities?

I am very passionate about my clinical work and research and am grateful to have a consulting psychologist role at NYU Langone Medical Center (NYULMC) where my patients are from, and my interdisciplinary team works. I am also involved at ÌÒñ«ÉçÇø’s McShane Center for Psychological Services as a mentor and supervisor and serve on the university-wide Wellness Committee.

At NYULMC, I am involved in a pediatric psychology and psychology network, and consult with neurology, cardiology, neonatology, rehabilitation, gastroenterology, and genetics when needed or asked. In addition, I serve my community as both a volunteer psychological consultant and Institutional Review Board member for the New York City Department of Education. I conduct pro-bono therapy, assessments, and consultations, and have sat on school boards and the boards of professional journals. I am also a member of the American Psychological Association (APA), and the Society of Clinical Child and Adolescent Psychology, Division 53 of APA.

How do you share your findings with constituents, external organizations, etc., to effect positive changes/outcomes?

I share my findings by presenting at grand rounds, colloquia, and professional, medical, and psychological conferences, including the APA, Annual Convention; the Pediatric Academic Society Meeting; the Eastern Society for Pediatric Research Meeting; and the Cardiac Neurodevelopmental Outcome Collaborative. I also publish my work in scholarly journals, such as the Journal of Racial and Ethnic Health Disparities, Journal of Perinatology, and Journal of School Health, and speak to parent organizations and advocacy groups.

How does your research inform your teaching in the classroom?

Most of my courses are directly related to my clinical and research work on both the undergraduate and doctoral levels. Specifically, I teach classes in child psychology, infant assessment, psychological assessment, and neuroscience/neuropsychology. I often bring in case studies, as well as clinical outcomes and assessment data, into class discussions and lectures.

How are your students engaged in research, publications, or conference presentations?

My undergraduate students have helped assemble articles and presentations on neurodevelopmental outcomes for both medical and psychological journals and conferences. Some undergraduate students and many graduate students have been co-authors on . My doctoral students have worked with me and published their own research on the diagnosis of childhood autism, neurodevelopmental outcomes of high-risk infants, and understanding the risks of childhood allergies.

You are both on the Advisory Committee and a Fellow of the Dyson College Center for Global Psychology, with a mission to enhance the global capabilities of ÌÒñ«ÉçÇø students and faculty from psychology and related fields by providing high-quality academic and professional experiences. What role do you play in the Center and why are you involved in this initiative?

I mentor international students, attend and help plan conferences related to global mental and physical health, and contribute to research within my department on global health and wellness initiatives.

In what ways does this Center further the ÌÒñ«ÉçÇø Path/experiential learning of students?

The Psychology Department is committed to giving undergraduate students hands-on field and research experience. Global Psychology has provided students with research mentoring, conference presentation opportunities, and opportunities to attend colloquia and symposiums featuring national and internationally prominent speakers. Students also gain critical skills, learning how to conduct, collate, and interpret research data, and work collaboratively with professors and peers on initiatives related to global health and well-being.

What motivates you in your pursuit of educating ÌÒñ«ÉçÇø students?

I really love working with students on all levels to help develop and nurture their interest in and passion for the fields of psychology and neuroscience. Watching students grow in their depth and breadth of knowledge is so rewarding. I feel honored when asked to write letters of recommendations and am so happy when students move forward and place in graduate schools or choice employment opportunities. I am most rewarded when students keep in touch or return to ÌÒñ«ÉçÇø as colleagues and collaborators. I feel truly honored to count former students as peers!