Elizabeth Kiel

Elizabeth Kiel

Associate Professor

313 Psychology Building
Oxford, OH 45056
Curriculum Vitae


  • Ph.D. in Child Clinical and Developmental Psychology University of Missouri-Columbia: Department of Psychological Sciences 2010
  • University of Mississippi Medical Center APA Accredited Predoctoral Internship 2009-2010
  • M. A. in Child Clinical and Developmental Psychology University of Missouri-Columbia: Department of Psychological Sciences 2004
  • B. A. in Psychology, summa cum laude with distinction Boston University 2001

Teaching Interests

At the undergraduate level, I am interested in teaching courses that cover topics of both clinical issues and normal developmental processes, such as Child Psychopathology and Developmental Disabilities and Lifespan Developmental Psychology. I have also taught seminars on the psychology of parenting and the psychology of Harry Potter. I have taught graduate courses in Emotion and Emotion Regulation, Developmental Psychopathology, and statistics.

Research Interests

My research focuses on understanding the etiology of childhood anxiety disorders within a developmental psychopathology framework. My work has aimed to clarify how early fearful/inhibited temperament predicts risk for anxiety-spectrum problems, with a particular focus on emotion processes (awareness, reactivity, regulation) involved in transactional influences occurring between anxiety-prone children and their parents. Much of this work has focused on early childhood, from toddlerhood to early school-age, which is a fascinating time for the emergence of children’s independent behavior and emotion regulation and an important developmental period for the influence of parents. I use multi-method assessments, including observation of temperament, parenting, and emotion processes; surveys; and psychophysiological techniques, such as analyzing both children’s and parents’ hypothalamic-pituitary-adrenal (HPA) axis reactivity, as well as maternal cardiac and EEG activity, when children encounter novel, uncertain situations. This research has been funded by an R15 AREA grant from NICHD to examine how maternal emotion processes determine when temperamentally fearful children elicit overcontrolling parenting behavior. As we follow the children from this sample into kindergarten, we have been funded by a National Research Service Award from NIMH to Anne Kalomiris and a Miami University Committee on Faculty Research award. This basic research will inform the development of prevention efforts that consider anxiety development as occurring through transactional interactions between children and their environments.

Professional Recognition

  • NICHD R15 Academic Research Enhancement Award
  • Ruth L. Kirschstein National Research Service Award Fellowship
  • APA Dissertation Award
  • University of Missouri Mark H. Thelen Outstanding Clinical Graduate Student Award
  • Honorable Mention, National Science Foundation Graduate Research Fellowship Program

Representative Publications

  • Kiel, E. J., Wagers, K. B.*, & Luebbe, A. M. (in press). The Attitudes about Parenting Strategies for Anxiety scale: A measure of parenting attitudes about protective and intrusive behavior. Assessment.
  • Kiel, E. J., & Hummel, A. C. (2017). Contextual influences on concordance between maternal report and laboratory observation of toddler fear. Emotion, 17, 240-250.
  • Kiel, E. J., & Kalomiris, A. E. (2016). Correlates and consequences of toddler cortisol reactivity to fear. Journal of Experimental Child Psychology, 142, 400-413.
  • Kiel, E. J., Premo, J. E., & Buss, K. A. (2015). Curvilinear effects of maternal encouragement to approach novelty on the development of anxiety for temperamentally fearful toddlers. Journal of Abnormal Child Psychology, 44, 433-444.
  • Kiel, E. J., Buss, K. A., & Molitor, J. G. (2015). Kindergarteners’ self-reported social inhibition and observed social reticence: Moderation by adult-reported social inhibition and Social Anxiety Disorder symptoms. Journal of Abnormal Child Psychology, 43, 531-542.
  • Hummel, A. C. & Kiel, E. J. (in press). Maternal depressive symptoms, maternal behavior and toddler internalizing outcomes: A moderated mediation model. Child Psychiatry and Human Development. Premo, J. E. & Kiel, E. J. (2014). The effect of toddler emotion regulation on maternal emotion socialization: Moderation by toddler gender. Emotion, 14, 782-793.
  • Kiel, E. J., & Buss, K. A. (2013). Toddler inhibited temperament, maternal cortisol reactivity and embarrassment, and intrusive parenting. Journal of Family Psychology, 27, 512-517.
  • Kiel, E.J., & Maack, D. J. (2012). Maternal BIS sensitivity, overprotective parenting, and children’s internalizing problems. Personality and Individual Differences, 53, 257-262.
  • Kiel, E. J., & Buss, K. A. (2011). Prospective relations among fearful temperament, protective parenting, and social withdrawal: The role of maternal accuracy in a moderated mediation framework. Journal of Abnormal Child Psychology, 39, 953-966.


  • 2017 “Parenting, Physiological Reactivity, and Neural Markers of Anxiety in Kindergarteners”
    Principal Investigator/Fellow: Anne E. Kalomiris National Institute of Mental Health Type and Number: F31 MH113273-01A1 Period: 1/1/2018 – 6/30/2019 Role: Sponsor
  • 2016 “A Transactional, Psychobiological Model of Mother-Child Kindergarten Adjustment”
    Principal Investigator: Elizabeth J. Kiel Miami University Type: Senate Committee on Faculty Research internal grant Period: June 1, 2017 – May 30, 2018 Role: PI
  • 2013 “A Biopsychosocial Model of Emotion Processes Determining the Role of Overcontrolling Parenting in the Stability of Inhibited Temperament”
    Principle Investigator: Elizabeth J. Kiel National Institute of Child Health and Human Development Type and Number: R15 HD076158 Period: May 1, 2013 – April 30, 2016 Role: PI