Dana Rusch, Ph.D

Department of Psychiatry (MC 747)
Institute for Juvenile Research
1747 W. Roosevelt Road
Chicago, IL 60608
Office Phone:312-413-1708

Dirks, M., Suor, J., Rusch, D., & Frazier, S.(under revision). Children’s report of assertive and aggressive responses to provocation by peers: A latent profile analysis. Journal of Abnormal Child Psychiatry.

Rusch, D. (2013). Building on the capacity of community-based organizations to meet the SEL needs of youth from Latino immigrant families. AERA Social Emotional Learning (SEL) Special Interest Group (SIG) Fall Newsletter.

Rusch, D. & Reyes, K. (2013). Examining the effects of Mexican serial migration and family separations on acculturative stress, depression, and family functioning. Hispanic Journal of Behavioral Sciences, 35(2), 139-158.

Frazier, S.L., Mehta, T., Hur, K., Atkins, M., & Rusch, D. (2012). Not just a walk in the park:Efficacy to effectiveness for after school programs in communities of concentrated urban poverty. Administration and Policy in Mental Health and Mental Health Services Research. DOI 10.1007/s10488-012-0432-x

Alegría, M., Canino, G., Lai, S., Ramirez, R., Chavez, L., Rusch, D., & Shrout, P. (2004). Understanding caregivers’ help-seeking for Latino children’s mental health care use. Medical Care, 42, 447-455.

Alegría, M., Vera, M., Shrout, P., Canino, G., Lai, S., Albizu, C., Marín, H., Peña, M., & Rusch, D. (2004). Understanding hard-core drug use among urban Puerto Rican women in high-risk neighborhoods. Addictive Behaviors, 29, 643-664.

Alegría, M., Canino, G., Rios, R., Vera, M., Calderon, J., Rusch, D., & Ortega, A.N. (2002). Inequalities in use of specialty mental health services among Latinos, African Americans, and non-Latino whites. Psychiatric Services, 53, 1547-1555.

Rusch, D., Frazier, S.L, & Atkins, M. (in press). Building capacity within community-based organizations: New directions for mental health promotion for Latino immigrant families in urban poverty. Administration in Mental Health Policy and Mental Health Services Research. DOI: 10.1007/s10488-014-0549-1

Dana Rusch, Ph.D

Visiting Research Assistant Professor

Dr. Rusch has an overarching interest in addressing mental health disparities among ethnic minority youth and families living in urban poverty. Her specific program of research focuses on meeting the mental health needs of youth from Latino immigrant families, with attention to ecological context in the design and implementation of mental health service models. This research aims to build upon community resources and workforce strengths through collaborative partnerships with non-specialty settings (e.g., schools, community-based organizations, after-school programs) and the non-traditional providers that play a critical role in family engagement and advocacy. Through her efforts to design relevant and sustainable mental health services, Dr. Rusch has collaborated with the Chicago Public Schools, the Chicago Park District, and various community-based organizations serving Latino/immigrant families throughout the city.

Dr. Rusch received her B.A. in Psychology from Rutgers University (1999) and her Ph.D. in Clinical Psychology from the University of Illinois at Chicago (2011). She completed her pre-doctoral clinical internship in Child Clinical and Pediatric Psychology at Ann & Robert H. Lurie Children’s Hospital of Chicago (2008-2009) and continued her postdoctoral training at IJR with Dr. Atkins’ team at the Center for Community-Based Children’s Mental Health Research and Policy . From 2009-2013, she also served as Project Director for an NIMH-funded R01 (PI: S. Frazier) that examined the role of organizational social context on children’s mental health promotion through after-school program participation.


Mental health services research for children in urban poverty
Effective models of community-based mental health services for youth from Latino immigrant families
Immigrant family context, acculturative stress, and mental health
Community-Based Participatory Research (CBPR) to build models of mental health promotion for immigrant youth and families


American Psychological Association (APA)
Society of Clinical Child and Adolescent Clinical Psychology (APA Division 53)
Latino Mental Health Providers Network


Partners Achieving Student Success (PASS; PI: M. Atkins & S. Starin)
Children’s Mental Health in Urban After- School Programs (Project NAFASI and Leaders@Play; PI: S. Frazier)
The Links Center: Leading Innovations for Neighborhoods, Kids, and Schools (PI: M. Atkins)


Michael J. Schrift, DO, MA

Department of Psychiatry
University of Illinois at Chicago
912 South Wood (MC913),
Chicago, Illinois 60612
Office Phone:312-996-6139
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Assistant Name: Veronica Lopez

Schrift MJ: Personality Disorders. In: ePocrates Online. British Medical Journal Group, London UK, 2013

Schwarz L, Schrift M, Pliskin N: Forensic neuropsychological evaluations in an academic medical center. J Head Trauma Rehabil. 2009 Mar-Apr;24(2):100-4.

Michael J. Schrift, DO, MA

Director, Neuropsychiatry Program;
Co-Director, Behavioral Neurology and Neuropsychiatry Training Program;
Co-Director, University of Illinois Medical Center Ethics Committee;
Director, ECT Service;
Co-Director, Memory Clinic;
Associate Professor of Clinical Psychiatry

Dr. Michael Schrift is the Director of Behavioral Neurology & Neuropsychiatry in the Department of Psychiatry at UIC. His primary responsibilities include the faciliatation, organization and development of clinical, educational, and training in Behavioral Neurology and Neuropsychiatry at UIC. He completed fellowship training in Neuropsychiatry and Behavioral Neurology and has been involved in the academic teaching of this subject area to medical students, psychiatry and neurology residents and fellows for over 25 years. In addition, Dr. Schrift has graduate training in Neuropsychology and in Bioethics in which he hold a master's degree and has is an Adjunct Associate Professor appointment in Bioethics and Health Policy at the Medical College of Wisconsin where he teaches Neurothics. His clinical duties include actively participating in and administering in outpatient, inpatient and consultative Neuropsychiatry services at the University Medical Center. The program is integrated with the research activities of the Departments of Psychiatry and Neurology as well as Radiology. Dr. Schrift is the Course Director for the M1 Brain and Behavior Course. The teaching and training of medical students, residents in neurology and psychiatry, fellows, and post-doctoral psychologists is central to his duties and responsibilities.


Neuropsychiatry/Behavioral Neurology; Bioethics/Neuroethics


Neuroethics Society
American Society of Bioethics and Humanities
American Neuropsychiatric Association
Society for Behavioral and Cognitive Neurology
Chicago Medical Society
Illinois State Medical Society


Development of Memory Disorder Clinic


Marissa Feldman, Ph.D.

Department of Psychiatry
University of Illinois at Chicago
8th Floor,
912 South Wood Street
Chicago, IL 60612
Office Phone: 312-355-3795
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Feldman, M., Ojanen, T., Gesten, E., Smith-Schrandt, H., Totura, C., Brannick, M., Alexander, L., Scanga, D., & Brown, K (accepted). The effects of middle school bullying and victimization on adjustment through high school: Growth modeling of achievement, school attendance, and disciplinary trajectories. Psychology in the Schools.

Smith-Schrandt, H., Ojanen, T., Gesten, E., Feldman, M., & Calhoun, C. (2011). Beyond situational ambiguity in peer conflict: Unique and combined effects of cues from an antagonist and a best friend. Child Development, 82, 1921-1937.

Feldman, M., Storch, E., & Murphy, T. (2011). Application of habit reversal training for the treatment of tics in early childhood: A case study. Clinical Case Studies, 10, 173-183.

Marissa Feldman, Ph.D.

Visiting Assistant Professor

Dr. Feldman is a pediatric psychologist who works with youth diagnosed with chronic illness and helps children and their families cope with diagnosis, adjust to complex treatment regimens and improve quality of life. She works closely with multiple medical subspecialty clinics including endocrinology, neurology, hematology, and oncology. She has a special interest in pediatric diabetes and is a member of the Pediatric Diabetes Team at Children’s Hospital University of Illinois (CHUI). As part of this multidisciplinary treatment team, Dr. Feldman also collaborates on clinical research. Specifically, she has an interest in examining psychosocial factors that contribute to positive youth development in the context of chronic illness.

Dr. Feldman received her doctoral degree in clinical psychology at the University of South Florida. She completed her predoctoral internship and postdoctoral fellowship at Ann and Robert H. Lurie Children’s Hospital of Chicago (formerly Children’s Memorial Hospital).


Coping with chronic illness; diabetes; treatment adherence; psychosocial factors contributing to positive youth development (including parenting and peer relationships)


American Psychological Association
American Diabetes Association


Family-based lifestyle program for health behavior change


Normal Development Video Series

Geraldine ("Geri") Fox MD, MHPE, FAACAP

Normal Development Video Series:
A Longitudinal Stimulus Video Curriculum Resource for Educators

by Geri Fox, M.D.
Professor of Clinical Psychiatry
University of Illinois at Chicago/Institute for Juvenile Research

Bring your teaching to life!

Video Introduction and Sample Video Clips


From Normal Development in the First Ten Years of Life:

Clip 2 - 2 weeks: excerpt from Brazelton's Neonatal Behavioral Assessment Scale:

Suggested discussion points:

  • Discuss various primitive reflexes shown in this clip: toe grasp, clonus, tone, incurvation, crawling, walking, weight-bearing. Note head control.
  • Some reflexes extinguish with development (only returning in pathological states), others persist.



Clip 7 - 10 ½ months: 11 ½ month old boy takes ball from Sarah; she gets it back

Suggested discussion points:
– social communication, aggression, frustration, competition, negotiation, conflict resolution between infants.
– difference in temperament between two children.
– Sarah demonstrates social referencing by looking at mom before approaching "the thief”.


Clip 15 — 2 yrs, 10 ½ months: Playing "Mommy Game.”

Suggested discussion points:
– Ability to role play, and relive daily events by creating small reenactments.
– Some gender role rehearsing is involved (she is pretending to be Mommy, not Daddy).
– Use of 2nd person pronouns.


From Normal Development in Middle Childhood and Adolescence:

Clip 12 - 14 yrs: Is Sarah ready to be completely independent?

Suggested discussion points:

  • Discuss conflict between wanting to be independent and awareness of need for parents. What do adolescents need from parents at this age? Why shouldn't adolescents be allowed to live on their own if they can take care of their practical needs? What other factors are necessary for parents to consider when granting additional independence?
  • Note non-verbal affectionate playfulness between Sarah and Dad during this exchange. Could her stealing his sandal be symbolic of wanting to take over his territory, "fill his shoes” and be an adult?



Clip 24 - 7 yrs: Brian gives money to poor people

Suggested discussion points:
–At what age does a child learn compassion? What sorts of experiences encourage the development of empathy? Discuss the effects of role-modeling and vicarious learning, formal tutelage (e.g. in religious school), or involving the child in participatory experiences such as making sandwiches together to take to a shelter.
–Research has shown that children who develop age-appropriate emotional competence skills (including empathy) are more likely to have increased academic performance; better peer relationships; and are less likely to experience psychopathology. Empathy also facilitates mature moral reasoning. See NDMCA-CV manual references.
–Would it be better for Mom to take more control over the snacking (e.g. put the candy out of sight and allow only one piece per day)?


Clip 32 — (11 yrs) Brian makes time smaller

Suggested discussion points:
–Time management will be a crucial life skill, affecting his future success in academics, his career, and his ability to juggle work and home life. This is a good time to learn how to prioritize, plan, and not leave things to the last minute.
–Rather than not allowing Brian to go to the pick-up game, Mom lets Brian make his own decisions, then encourages him to learn from his experience and change future choices accordingly. See Diana Baumrind's research on parenting styles (authoritative vs. authoritarian).
–Effort is highly dependent on the degree to which one is inspired by the task at hand (soccer versus clarinet, for example). Mom never had to remind Brian to get ready to go to his soccer games, or push him to practice his athletic skills.


If you teach normal child and adolescent development, you can engage your students' attention and enliven class discussion, by illustrating your teaching points using this innovative stimulus DVD series. Created by an award-winning teacher, this rich resource delivers a diverse, enjoyable selection of key moments from two children's development over 20 years. There is no voice-over narration: these are short "visual anecdotes" that you can use any way you choose. The film is designed to be equally useful whether shown in segments or in its entirety, at the instructor's discretion. The accompanying teacher's manual provides the length of each clip, the age of the child, a short description of the vignette, and suggests ideas for discussion. The clips are cross-referenced by topic in the index, to make it easy for instructors to match clips to their teaching needs.

There are no other videos currently available for use in teaching normal development that follow a child's growth continuously and longitudinally. This video series has been created specifically to fill t his gap by a child and adolescent psychiatrist who has taught normal development for over 20 years.

  • Awards: Certificate of Merit, Chicago International Film Festival's Best of INTERCOM 2010 Competition; Bronze Finalist, Telly Awards; Bronze Finalist, Columbus International Film and Video Festival
  • Used in the majority of US medical schools
  • Appropriate for trainees in all child development disciplines at any level

Praise from reviewers of Normal Development in the First Ten Years of Life:

"This video by Geri Fox is a treasure for anybody teaching or learning about human development. Beautiful, rarely seen moments . . . shine before the viewer's eyes."
Daniel S. Schechter, M.D., Columbia University Parent-Infant Program

"The wonder of normal development, a baby girl grows up videotaped through the loving eyes of her child and adolescent psychiatrist mother. This is a guide for students of development in all disciplines and levels, for professionals, and for caregivers. Thanks, Geri, and family, for sharing your knowledge, wisdom, and joy."
Jean Thomas, MD, Children's National Medical Center

Praise from reviewers of Normal Development in Middle Childhood and Adolescence:

"Normal Development in Middle Childhood and Adolescence is the perfect companion for Geri Fox's outstanding original video stimulus series. Because these videos sensitively show the child or adolescent without commentary, they can be used in any setting at any educational level as a stimulus for discussion, or to demonstrate a teaching point. There is no other resource that I know of that is so rich for use in teaching normal child and adolescent development.”
Sandra B. Sexson, MD, Professor and Chief of Child Psychiatry, Medical College of Georgia

"Geri Fox's video about child development brilliantly captures the growth of two children in a way that provides wonderful stimuli for students to examine children's behavior and thinking. This delightful trigger video is rich with examples to launch discussions about both classical and modern theories of human development. Many thanks to Geri, for bravely and compassionately sharing her and her children's world.”
Donald C. Fidler, M.D., Professor of Psychiatry, West Virginia University

"Geri Fox has given the mental health field a compelling gift. Following in the footsteps of Jean Piaget, Mary Ainsworth and other early pioneers, Fox's film provides beautiful documentation of the normal development of two children as they progress through middle childhood and adolescence. Rich in capturing individual differences and the many, intricate continuities and changes that comprise development, the film is an essential tool for any mental health professional who teaches in this area.”
Teresa Ostler, Ph.D., Associate Professor of Social Work, University of Illinois at Urbana-Champaign

The DVDs are packaged in a variety of sets (see below). Please contact Dr. Fox at This email address is being protected from spambots. You need JavaScript enabled to view it. for further information.

  • Complete version (seven videotapes): ages 2 weeks to 10 years in detail, and an appendix contrasting highlights from other children's development. 201 video clips, 6 hours 20 minutes. Bonus with the complete version only: "recipes" of suggested clips for commonly taught topics.
  • "Greatest Hits" (one videotape): excerpts from the complete version. A quick overview of ages two weeks to ten years. 31 video clips, 55 minutes.
  • Zero to Three version (the first three videotapes of the complete set): ages 2 weeks to 3 years in detail. 114 video clips, 2 hours 50 minutes.

Normal Development Video Series
A Longitudinal Stimulus Video Resource for Educators

Geri Fox, MD, This email address is being protected from spambots. You need JavaScript enabled to view it., (312) 996-9506

This 20-year video project is available in the following sets:

  • Normal Development in the First Ten Years of Life (NDFTYL)
    • Complete Version (NDFTYL-CV) (4 DVDs, with separate in-depth instructor's manual) covers ages 2 weeks to 10 years of Sarah's development in detail. Includes full video introduction and interview with 10-year-old Sarah discussing the taping process. Also includes 40-minute 14-clip video appendix contrasting selected points from Brian's development (ages 7 weeks to 5 years) not demonstrated by Sarah, as well as excerpts from the Strange Situation of other securely attached children with different response styles, and demonstration of conservation of liquid at two different ages with another child. 201 video clips, 6 hours 20 minutes total running time. Video clips range in length from 20 seconds to 7 minutes 31 seconds. The separate instructor's manual includes an in-depth introduction for use of the video series, a description of each clip with the clip length and child's age, and suggested discussion points for each clip. The supplement to this manual cross-references the clips with various commonly taught topics.
    • Greatest Hits sampler (NDFTYL-GH) (1 DVD with enclosed abbreviated instructor's manual) covers ages 2 weeks to 10 years of Sarah's development very briefly, with abridged introduction. All clips in the Greatest Hits are taken from the NDFTYL Complete Version; several have been edited and shortened. (Clips of Brian from 7 weeks to 5 years are only in the Complete Version, not in the Greatest Hits.) 31 video clips, 55 minutes total running time.
  • Normal Development in Middle Childhood and Adolescence (NDMCA)
    • Complete Version (NDMCA-CV) (4 DVDs with separate in-depth instructor's manual) covers ages 10 to 20 years for Sarah, and ages 5 to 15 ½ for Brian, in detail, along with an epilogue of Simon Fox at 95 years. 171 video clips, 6 hours total running time. Video clips range in length from 17 seconds to 7 minutes 40 seconds. The instructor's manual includes an in-depth introduction for use of the video series, a description of each clip with the clip length and child's age, and suggested discussion points for each clip. The supplement to this manual cross-references the clips with various commonly taught topics. It also suggests selected readings for groups of clips by subject.
    • Greatest Hits sampler (NDMCA-GH) (1 DVD with enclosed abbreviated instructor's manual) covers ages 10 ½ to 20 years for Sarah, and ages 5 to 15 ½ for Brian, very briefly, with one clip of Simon Fox at age 95. All clips in the Greatest Hits are taken from the NDMCA Complete Version; several have been edited and shortened. 39 video clips, 1 hour 35 minutes total running time.





Jinger G. Hoop, MD, MFA

Department of Psychiatry
University of Illinois at Chicago

921 S Wood St (MC 913),
Chicago, IL 60612
Office Phone: 312-996-9518
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Hoop JG. Hidden ethical dilemmas in psychiatric residency training: the psychiatry resident as dual agent. Academic Psychiatry 2004; 28:183-189 (PMID: 15507552).

Hoop JG, LW Roberts, KA Green Hammond, NJ Cox. Psychiatrists’ attitudes regarding genetic testing and patient safeguards: a preliminary study. Genetic Testing 2008 Jun;12 (2):245-252 (PMID: 18452395).

Hoop JG, Roberts LW, Green Hammond KA, Cox NJ. Psychiatrists’ attitudes, knowledge, and experience regarding genetics: a preliminary study. Genetics in Medicine 2008; 10(6):439-449 (PMID: 18496226).

Hoop JG. Ethical considerations in psychiatric genetics. Harvard Review of Psychiatry November 2008; 16(6):322-338 (PMID: 19085387).

Hoop JG, DiPasquale T, Hernandez J, Roberts LW. Ethics and culture in mental health care. Ethics and Behavior 2008; 18(4):353-372.

Hoop JG,Spellecy R. Philosophical and ethical issues at the forefront of neuroscience and genetics: an overview for psychiatrists. Psychiatric Clinics of North America. June 2009; 32(2) (PMID: 19486810).

Hoop JG, Lapid M, Paulson R, Roberts LW. Clinical and ethical considerations in pharmacogenetic testing: views of physicians in three "early adopting" departments of psychiatry. Journal of Clinical Psychiatry (in press; e-published ahead of print).

Hoop JG, G Savla, LW Roberts, S Zisook, L Dunn. The Current State of Genetics Training in Psychiatric Residency: Views of 235 U.S. Educators and Trainees. Academic Psychiatry 2010; 34:109-114.

Dunn, L B, Holtzheimer, PE, Hoop, JG, Mayberg, HS, Roberts, LW, Appelbaum, PS. (2011) "Ethical issues in deep brain stimulation research for treatment-resistant depression: Focus on risk and consent." AJOB Neuroscience, 2: 1, 29 -36.

DuBois J, Bailey­Burch B, Bustillos D, Campbell J, Cottler L, Fisher C, Hadley W, Hoop J,Reviewing the ethical, regulatory, and scientific case for engaging communities in mental health and drug addiction research." Current Opinions in Psychiatry (in Press).

Jinger G. Hoop, MD, MFA

Visiting Associate Professor of Clinical Psychiatry

Director, Research Ethics Consultation Service, Center for Clinical Translational Science

Dr. Hoop is a board-certified psychiatrist with fellowship training in psychiatric genetics and medical ethics. She is an attending psychiatrist in UIC’s Psychiatric Intake Clinic and Mood and Anxiety Disorders Clinic. She is also the Director of the UIC Research Ethics Consultation Service, which provides ethics consultations to UIC researchers, IRB members, and research participants.


Ethical issues in clinical medicine and in medical research, psychiatric genetics, pharmacogenomics