Professor of Clinical Education
PhD, Arizona State University
Expert in trauma work (sexual abuse in particular), parenting, women’s issues, men's issues
Licensed counseling psychologist
Dr. Ginger Clark, Professor of Clinical Education, is Program Lead for the Marriage and Family Therapy program. She teaches courses in theories in counseling, group counseling, the counseling process, career counseling, and provides supervision in practicum and fieldwork courses. Her research interests include the development and evaluation of Internet-based parent education programs, the effects of parenting styles on child outcomes, and the effects of implementing Parent-Child Interaction Therapy over the Internet. Prior to joining the USC Rossier School of Education, Clark served four years as a faculty member in the Counseling Program at California State University, Long Beach. She is a licensed counseling psychologist, with a part-time practice in the city of Long Beach.
- American Psychological Association, Member
- American Counseling Association, Member
- Clark, G. (in press). Using technology to enhance supervision at USC. In L. Stretch, D.M. Nagel & K. Anthony (Eds.), Mental Health and the Impact of Technological Development (2nd ed.). Charles C. Thomas Publisher: Springfield, IL.
- Clark, G. & Swerling, J. (2012). Creating changes for NTT faculty within a decentralized university environment. In A. Kezar (Ed.), Embracing non-tenure track faculty: Changing campuses for the new faculty majority (pp. 162-177). Rutledge: NY.
- Clark, G. (2010). Traditional uses of technology in counseling education and supervision. In K. Anthony & D. Nagel (Eds.), Mental Health and the Impact of Technological Development. Charles Thomas Publisher: Springfield, IL.
- Clark, G. (2009, June). Striving for mediocrity: Accepting with gratitude the death of my dreams. Feminist Psychologist, 36(3), pp. 9, 35.
- Clark, G., Horan, J. J., Tompkins-Bjorkman, A., Kovalski, T. M., & Hackett, G. (2000). Interactive career counseling on the Internet. Journal of Career Assessment, 8 (1), 85-93.
- Hanish, C., Horan, J. J., Keen, B., & Clark, G. (1998). A note on the empirical futility of labor-intensive scoring permutations for assessing scholarly productivity: Implications for research, promotion/tenure, and mentoring. Education Policy Analysis Archive, 6, (15) ISSN 1068-2341.
- Clark, G. & McWhirter, J. J. (1997). Brief Note Review [Review of Mary-Joan Gerson's book The Embedded Self: A psychoanalytic guide to family therapy]. Contemporary Psychology, 42, (7), p. 650.