Department of Psychology

Christine Totura

Christine Totura

Christine Totura

Contact

227 Cary Hall
(334) 844-4412
cwt0006@auburn.edu
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Education

  • 2006, Ph.D. in Clinical Psychology, University of South Florida
  • 2003, M.A. in Clinical Psychology, University of South Florida
  • 2000, B.S. in Psychology (minor in Criminal Justice), Loyola University Chicago

About Christine Totura
Assistant Professor

Christine Totura received her B.S. in Psychology from Loyola University Chicago in 2000. Both her M.A. and Ph.D. were received in Clinical Psychology from the University of South Florida in 2003 and 2006, respectively. Specializing in school-based behavioral health services, Dr. Totura completed an APA-approved clinical internship with The Menta Group’s Aurora Education Center in Aurora, Illinois, and a postdoctoral fellowship with the Louis de la Parte Florida Mental Health Institute and the Department of Psychology at the University of South Florida. Currently, she is an Assistant Professor in Psychology. Dr. Totura’s work to date has focused on the relationship between school and community contextual factors and youth social-emotional and behavioral development. She is particularly interested in understanding the role settings play in shaping youth experiences, such as bullying, victimization, and related behavioral health issues. She has worked closely with communities in both the Southeastern and Southwestern United States utilizing participatory research practices to evaluate the implementation and effectiveness of public health prevention strategies in promoting youth and community health. Dr. Totura has received federal, foundation, and local funding to support her research. As a member of the clinical faculty, Dr. Totura also teaches and serves as a clinical supervisor in the Auburn University Psychological Services Center. 

Classes Taught

  • PSYC 8910, Clinical Practicum
  • PSYC 8300 Developmental Psychopathology
  • PSYC 7160 Human Development
  • PSYC 3120 Developmental Psychology

Representative Publications

Google Scholar
  • Hangartner, R. B., Totura, C. M. Wienke, Labouliere, C. D., Gryglewicz, K., & Karver, M. S. (in press). Benchmarking the “Question, Persuade, Refer” program against evaluations of established suicide prevention gatekeeper trainings. Suicide and Life-Threatening Behavior. 
  • Totura, C. M. Wienke, Fields, S.A., & Karver, M.S. (2017). The role of the therapeutic relationship in psychopharmacological treatment outcomes: A meta-analytic review. Psychiatric Services. doi: 10.1176/appi.ps.201700114.
  • Totura, C. M. Wienke, Labouliere, C. D., Kutash, K., & Karver, M. S. (2017). Evaluating active parental consent procedures for school programming addressing the sensitive topic of suicide prevention. Journal of School Health, 87(2)114-120DOI: 10.1111/josh.12473.
  • Fix, R. L., Fix, S. T., Totura, C. M. Wienke, & Burkhart, B. (2017). Disproportionate minority contact among juveniles adjudicated for sexual, violent, and general offending: The importance of social factors. Crime & Delinquency, 63(2), 189-209.
  • Labouliere, C. D., Tarquini, S. J., Totura, C. M. W., Kutash, K., & Karver, M. S. (2015). Revisiting the concept of “knowledge gain:” How much is actually learned by students participating in suicide prevention gatekeeper training? Crisis: The Journal of Crisis Intervention and Suicide Prevention, 36(4), 274-280.
  • Totura, C.M.W., Figueroa, H. T., Wharton, C., & Marsiglia, F. (2015). Assessing implementation of evidence-based childhood obesity prevention strategies in schools. Preventive Medicine Reports, 2,347-354.
  • Feldman, M. A., Ojanen, T., Gesten, E. L., Smith-Schrandt, H., Brannick, M., Totura, C. M. Wienke, Alexander, L., Scanga, D., & Brown, K.  (2014). The effects of middle school bullying and victimization adjustment through high school: Growth modeling of achievement, school attendance, and disciplinary trajectories. Psychology in the Schools, 51(10), 1046-1062. DOI: 10.1002/pits.21799.
  • Totura, C. M. Wienke, Karver, M. S., & Gesten, E. L. (2014). Psychological distress and student engagement as mediators of the relationship between peer victimization and achievement in middle school youth. Journal of Youth and Adolescence, 43(1), 40-52. DOI 10.1007/s10964-013-9918-4

Last Updated: September 04, 2018