Kristin Vickers
Associate Professor
Psychology
Ryerson University
Canada
Biography
Dr. Vickers came to Ryerson University in 2005 after completing her undergraduate and doctoral degrees at Harvard University. She has enjoyed pursuing both teaching and research interests at Ryerson. Her teaching includes courses on Introductory Psychology and Abnormal Psychology. Dr. Vickers was awarded the Slobodan Drakulic Cross-Disciplinary Teaching Award for the Faculty of Arts at Ryerson University in 2012. Her research focuses on the anxiety disorder area, with a specific emphasis on understanding the causes and correlates of unexpected panic attacks. Her enthusiasm for research in this area was incited early in graduate school as she sat in a course on Anxiety Disorders taught by her graduate school adviser, Dr. Richard J. McNally, who was lecturing that day on panic disorder and how panic could be induced in some--but only some--participants in laboratory environments. Dr. Vickers continues to have this interest today and envisions a research trajectory in which the factors that both protect against and promote likelihood of panic attacks are further clarified. She is also interested in furthering understanding of risk and resilience factors in stress responses through the biological provocation of stress. Dr. Vickers welcomes student involvement in the lab and look forward to engaging in a productive dialogue with those who find themselves also intrigued by the anxiety disorder area.
Research Interest
Related to psychology field.
Publications
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Vickers, K. (2013). Psychological factors influencing inter-individual variation in carbon dioxide-induced stress response. In L. Cavalcanti and S. Azevedo (Eds.), Psychology of stress: New research. New York. Nova.
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Choi, K., Vickers, K., & Tassone, A. (2014). Trait emotional intelligence, anxiety sensitivity, and experiential avoidance in stress reactivity and their improvement through psychological methods. Europe’s Journal of Psychology, 10, 376–404.
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Dyson, B., Vickers, K., Turtle, J., Cowan, S., & Tassone, A. (2015). Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes. Higher Education, 69, 303-313.
