Bio

Bio


Substance Use
Cognitive-Behavioral Therapy
Motivational Interviewing
Smoking Cessation

Academic Appointments


  • Clinical Instructor, Psychiatry and Behavioral Sciences

Boards, Advisory Committees, Professional Organizations


  • Member, Association for Behavioral and Cognitive Therapies (2012 - Present)
  • Member, American Psychological Association (2008 - Present)
  • Member, Phi Beta Kappa (2007 - Present)

Professional Education


  • Fellowship, Stanford University Medical Center (CA) (2013)
  • Internship, Veterans Affairs Palo Alto Health Care System (2012)
  • Ph.D., George Mason University, Clinical Psychology (2013)
  • B.A., Miami University (OH), Psychology (2007)

Research & Scholarship

Current Research and Scholarly Interests


Stigma, help-seeking, access to mental health services, and substance use

Publications

Journal Articles


  • Satisfaction with substance use treatment and 12-step groups predicts outcomes ADDICTIVE BEHAVIORS Kendra, M. S., Weingardt, K. R., Cucciare, M. A., Timko, C. 2015; 40: 27-32
  • The Stigma of Having Psychological Problems: Relations With Engagement, Working Alliance, and Depression in Psychotherapy PSYCHOTHERAPY Kendra, M. S., Mohr, J. J., Pollard, J. W. 2014; 51 (4): 563-573

    View details for DOI 10.1037/a0036586

    View details for Web of Science ID 000345453500016

  • Facilitating treatment access and engagement for justice-involved Veterans with substance use disorders Criminal Justice Policy Review Glynn, L. H., Kendra, M. S., Timko, C., Finlay, A. K., Blodgett, J. C., Maisel, N. C., Midboe, A. M., McGuire, J. F., Blonigen, D. M. 2014
  • Predictors of identity management: an exploratory experience sampling study of lesbian, gay, and bisexual workers Journal of Management Mohr, J. J., King, E. B., Peddie, C., Jones, K., Kendra, M. S. 2014

    View details for DOI 10.1177/0149206314539350

  • Teaching Abnormal Psychology to Improve Attitudes Toward Mental Illness and Help-seeking TEACHING OF PSYCHOLOGY Kendra, M. S., Cattaneo, L. B., Mohr, J. J. 2012; 39 (1): 57-61
  • Revision and Extension of a Multidimensional Measure of Sexual Minority Identity: The Lesbian, Gay, and Bisexual Identity Scale JOURNAL OF COUNSELING PSYCHOLOGY Mohr, J. J., Kendra, M. S. 2011; 58 (2): 234-245

    Abstract

    Two studies were conducted to investigate a revised and extended version of the Lesbian and Gay Identity Scale (Mohr & Fassinger, 2000): the 27-item Lesbian, Gay, and Bisexual Identity Scale (LGBIS). This revision features more inclusive and less stigmatizing language than the previous version and includes 2 new subscales assessing identity affirmation and centrality. In Study 1, an exploratory factor analysis (n = 297) and a confirmatory factor analysis (n = 357) supported an 8-factor solution assessing acceptance concerns, concealment motivation, identity uncertainty, internalized homonegativity, difficulty with the identity development process, identity superiority, identity affirmation, and identity centrality. Predicted associations with measures of identity-related constructs and psychosocial functioning provided preliminary validity evidence for LGBIS scores in a college student population. Study 2 (N = 51) provided evidence of the test-retest and internal consistency reliability of LGBIS scores. These studies suggest that the LGBIS may offer researchers an efficient means of assessing multiple dimensions of sexual orientation minority identity.

    View details for DOI 10.1037/a0022858

    View details for Web of Science ID 000289136900007

    View details for PubMedID 21319899

  • Diagnosing and alleviating the impact of performance pressure on mathematical problem solving QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY DeCaro, M. S., Rotar, K. E., Kendra, M. S., Beilock, S. L. 2010; 63 (8): 1619-1630

    Abstract

    High-pressure academic testing situations can lead people to perform below their actual ability levels by co-opting working memory (WM) resources needed for the task at hand (Beilock, 2008). In the current work we examine how performance pressure impacts WM and design an intervention to alleviate pressure's negative impact. Specifically, we explore the hypothesis that high-pressure situations trigger distracting thoughts and worries that rely heavily on verbal WM. Individuals performed verbally based and spatially based mathematics problems in a low-pressure or high-pressure testing situation. Results demonstrated that performance on problems that rely heavily on verbal WM resources was less accurate under high-pressure than under low-pressure tests. Performance on spatially based problems that do not rely heavily on verbal WM was not affected by pressure. Moreover, the more people reported worrying during test performance, the worse they performed on the verbally based (but not spatially based) maths problems. Asking some individuals to focus on the problem steps by talking aloud helped to keep pressure-induced worries at bay and eliminated pressure's negative impact on performance.

    View details for DOI 10.1080/17470210903474286

    View details for Web of Science ID 000279993600010

    View details for PubMedID 20140810

Footer Links:

Stanford Medicine Resources: