Michelle H. Mamberg, Ph.D.

Assistant Professor

Department of Psychology

Bridgewater State University




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Ph.D., Clinical Psychology, Clark University, 2002. 

M.A., Psychology, Clark University 1994. 

B.A., Psychology, SUNY Purchase, 1987. 

My primary areas of theoretical interest are broadly socio-cultural and post-modern; I see Self as constituted through dialogue. The discursive development of self and the impact of suffering on that development are of particular interest.  My research focuses on talk about the self in various contexts, using narrative data.  My dissertation entailed a mixed-method design (quantitative and qualitative) in which adults were asked to discuss “responsibility” for problems in their intimate relationships.  These interviews were coded and analyzed along a discursive-developmental continuum; the findings were presented at the 2nd International Conference on Dialogical Self (Ghent, Belgium). Examining "self" constitution in a very different context, I am collaborating with a former student on a project examining children’s stories narrated during picture-book creation. These interview narratives are similarly being analyzed from a Dialogical perspective and were presented at the 5th International Conference on Dialogical Self.

The third research context in which interview-based self narratives were collected was during my work with the Trauma and Long-term Care study, under the direction of Allen Glicksman, Ph.D., at the Philadelphia Corporation on Aging. My involvement with this project has several components. The overall goal of the project was to better understand the healthcare needs of holocaust survivors vs. American-born elders. Our 2003 article summarizes the quantitative findings of this project. More specific analyses of family support and emotional reactions such as depression will be presented at the Gerontological Society of America conference November, 2010. Currently, I am engaged in qualitative analyses of the data set. I am conducting a content analysis of the elders' narratives centered around themes of agency and responsibility. A dialogical analysis of the interviewees' trauma narratives, presented at the 6th International Conference on Dialogical Self, displayed the ways elders negotiate identity-talk in the interview process. This work was funded, in part, by a CART summer grant and the Office of Teaching & Learning's 2010 Teacher-Scholar Writing Institute.


Previous work can be found in Google Scholar