Mary Louise Cashel | Psychology | SIU

Southern Illinois University



College of Liberal Arts

Mary Louise Cashel

Associate Professor & Program Director, Clinical Psychology

Mary Louise Cashel

Office: Life Science II 271D
Phone: (618) 453-3553

Dr. Cashel specializes in assessment and interventions for youth and adolescents, with a focus on youth violence prevention.  She is currently directing a project funded by the National Institute of Justice designed to prevent bullying and enhance school climate in schools throughout much of the Southern Illinois region.  Her team is evaluating the outcomes of administer, teacher, and playground monitor trainings, and the implementation of an anonymous reporting system for youth based on school climate surveys completed by youth in grades 4-12, behavioral observations, and web-based reports.

Dr. Cashel teaches graduate courses in child and adolescent therapy, advanced assessment, supervision of psychotherapy, and she serves as a practicum supervisor.

Ph.D., University of North Texas

Representative Publications:

Cashel, M. L., Killilea, B., & Dollinger, S.J. (2006). Interpretation of storytelling in the clinical assessment of children and adolescents. In S. R. Smith & L. Handler (Eds.), The clinical assessment of children and adolescents: A practitioner's guide (pp. 185-205).  Mahway, NJ: Erlbaum.

Cashel, M. L. (2003). Validity of self-reports of delinquency and socio-emotional functioning among youth on probation. Journal of Offender Rehabilitation, 37(1), 11-23.

Ovaert, L. B & Cashel, M. L. (2003). Structured group therapy for PTSD in incarcerated male juveniles. American Journal of Orthopsychiatry, 73(3), 294-301.

Cashel, M. L., & Cunningham, D., Landeros, C., Cokley, K. O., & Muhammad, G. (2003). Sociocultural attitudes and symptoms of bulimia: Evaluating the SATAQ with diverse college groups. Journal of Counseling Psychology, 50, 287-296.

Cashel, M. L. (2002). Child and adolescent psychological assessment: Current clinical practices and the impact of managed care. Professional Psychology: Research and Practice, 33(5), 446-453.