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Dr. David Fruehstorfer PhD.
Lecturer
Psychological Sciences & Counseling
DeBartolo Hall 334
phone: (330) 941-3276
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Education
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2010
Ph D, Experimental (Health) Psychology
Kent State University
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2005
MA, Experimental (Health) Psychology
Kent State University
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1995
MEd, Community (Clinical Mental Health) Counseling
Kent State University
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1989
BA, Psychology
Kent State University
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Awards and Honors
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2005
Kent State University Graduate College
Kent State Psychology Department nominated me based upon my strong performance as a graduate student, teaching assistant and research assistant. I developed and provided lectures on course organization, textbook selection, syllabus construction, test preparation and managing classroom conflicts to incoming graduate students from all departments who were going to be teaching on campus
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Intellectual Contributions
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2012
"Predicting illness-related outcomes with FCB-TI trait pairs: Examining the non-additive effects of FCB-TI perseveration."
D. Fruehstorfer, L. Veronie, J. Cremeans-Smith, B. Newberry
Journal of Individual Differences, volume 33, issue 4, p. 248–256 -
2011
"Srodowisko, Epigenetyka, Temperament."
B. Newberry, J. Cremeans-Smith, D. Fruehstorfer
In M. Marszal-Wisniewska & J. Strelau, (Eds.), Uwiklany temperament. Warsaw, Poland: Wydawnictwo Naukowe Scholar, p. 361-377 -
2010
"Predicting health-related outcomes with the Formal Characteristics of Behavior – Temperament Inventory (FCB-TI): Exploring interactions of FCB-TI traits."
D. Fruehstorfer
Unpublished doctoral dissertation). Kent State University, Kent, Ohio -
2004
"Genetics and Health."
B. Newberry, J. Cremeans-Smith, D. Fruehstorfer, D. Newberry
In A.J. Christensen, R. Martin, & J.M. Smyth (Eds.), Encyclopedia of Health Psychology. New York: Kluwer Academic/Plenum Publishers, p. 119-122 -
2001
"Gender, Birth Order and Family Role Identification among Adult Children of Alcoholics."
L. Veronie, D. Fruehstorfer
Current Psychology, volume 20, issue 1, p. 53-67
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Professional Service
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2020 - present
Board of Advisors of a Company
Whole Student Learning
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