Stephen Joy

 
     
Department:Psychology
Title:Chair,Department of Psychology
Director, Addiction Counseling Program
Professor of Psychology
Background:B.A., Bowdoin College
M.S., Southern Connecticut State University
Ph.D., University of Connecticut
Office:Aquinas Hall, Room 230
Phone:(203) 773-8555
Email:sjoy@albertus.edu
Courses:
  • PY111 Introduction to Psychology
  • PY211 Abnormal Psychology
  • PY229 Psychology of the Exceptional Child
  • PY312 Psychotherapy
  • PY321W Personality
  • PY340 Psychological Assessment
  • Others

 
Publications:Joy, S. (2017). Reading personality: Assessing "big three" traits with the sentence completion method. Current Issues in Personality Psychology, in press.

Joy, S. (2017). Innovation Motivation: A social learning model of originality. In G.J. Feist, R. Reiter-Palmon, & J.C. Kaufman (Eds.), Cambridge handbook of creativity and personality research [pp. 214-234]. New York: Cambridge University Press.

Joy, S. (2017). College graduation rates depend mainly on the students – but colleges matter too. Here’s how much. ERIC accession number ED571993 (available at eric.ed.gov).

Joy, S. (2016). Goddess or witch? The pale queen’s rise in postwar British literature. Hudson Review, 69(2), 259-278.

Abely, D., More, W., & Joy, S.P. (2015). Recognizing emotions: Testing an intervention for children with autism spectrum disorders. Journal of the American Art Therapy Association, 32: 13-19.

Joy, S., & Breed, K. (2012). Innovation Motivation, divergent thinking, and creative story writing: Findings from the Torrance Tests and TAT. Imagination, Cognition, and Personality, 32, 179-195.

Joy, S. (2012). Origins of originality: Innovation motivation and intelligence in poetry and comics. Empirical Studies of the Arts, 30, 195-213.

Willis, L., Kaiser, D., & Joy, S. (2010). Draw a Person in the Rain as an assessment of coping resources. Arts in Psychotherapy, 37, 233-239.

Joy, S. (2008). Personality and creativity in art and writing: Innovation motivation, Psychoticism, and (mal)adjustment. Creativity Research Journal, 20(3), 262-277.

Joy, S. (2006). What should I be doing, and where are they doing it? Scholarly productivity of academic psychologists. Perspectives on Psychological Science, 1(4), 346-364.

Joy, S. (2005). Innovation motivation and artistic creativity. Journal of Creative Behavior, 39(1), 35-56.

Joy, S., Kaplan, E., & Fein, D. (2004). Speed and memory in the WAIS-III Digit Symbol subtest across the adult lifespan. Archives of Clinical Neuropsychology, 19(6), 759-767.

Joy, S. (2004). Innovation motivation: The need to be different. Creativity Research Journal, 16(2-3), 313-329.

Joy, S., & Hicks, S. (2004). The need to be different: Primary trait structure and impact on projective drawings. Creativity Research Journal, 16(2-3), 330-339.

Joy, S., Kaplan, E., & Fein, D. (2003). Digit Symbol “ Incidental Learning in the WAIS-III: Validity and clinical significance. The Clinical Neuropsychologist, 17(2), 182-194.

Joy, S., Fein, D., & Kaplan, E. (2003). Decoding Digit Symbol: Speed, memory, and visual scanning. Assessment, 10(1), 56-65.

Joy, S., Lord, J., Greene-Snyder, L-A., & Fein, D. (2003). Mental retardation and developmental disabilities. In B. Fogel & R.B. Shiffrin (Eds.), Neuropsychiatry, 2nd edition. Baltimore, MD: Williams & Wilkins.

Greene-Snyder, L-A., Joy, S., Waterhouse, L., & Fein, D. (2003). Autism and pervasive developmental disorders. In B. Fogel & R.B. Shiffrin (Eds.), Neuropsychiatry, 2nd edition. Baltimore, MD: Williams & Wilkins.

Joy, S., Fein, D., Kaplan, E., & Freedman, M. (2001). Quantifying qualitative features of Block Design performance among healthy older adults. Archives of Clinical Neuropsychology, 16(2), 157-170.

Joy, S. (2001). The need to be different predicts divergent production: Toward a social learning model of originality. Journal of Creative Behavior, 35(1), 51-64.

Joy, S., Fein, D., Kaplan, E., & Freedman, M. (2000). Speed and memory in WAIS-R-NI Digit Symbol performance among healthy older adults. Journal of the International Neuropsychological Society, 6(7), 770-780.

Ratey, J.J., Dymek, M.P., Fein, D., Joy, S., Green, L., & Waterhouse, L. (2000). Neurodevelopmental disorders. In: B. Fogel & R.B. Shiffrin (Eds.), Synopsis of neuropsychiatry. Philadelphia, PA: Lippincott-Raven

Joy, S., Fein, D., Kaplan, E., & Freedman, M. (1999). Information Multiple Choice among

healthy older adults: Characteristics, correlates, and clinical implications. The Clinical Neuropsychologist, 13(1), 48-53.

Fein, D., Joy, S., Greene, L., & Waterhouse, L. (1996). Autism and pervasive developmental disorder. In: B. Fogel & R.B. Shiffrin (Eds.), Neuropsychiatry. Baltimore, MD: Williams & Wilkins.

Greene, L., Fein, D., Joy, S., & Waterhouse, L. (1994). Language and cognition in autism: An overview. In: E. Schopler & G. Mesibov (Eds.), Learning and cognition in autism. New York, NY: Plenum Press.

Edell, W.S., Joy, S., & Yehuda, R. (1990). Discordance between self-report and observer-rated psychopathology in borderline patients. Journal of Personality Disorders, 4(4), 381-390.

 

Stephen Joy