Programs
Courses Taught
PSYC 101 Introductory PsychologyPSYC 221 Psychopathology
PSYC 241 Physiological Psychology
PSYC 301 Exper Psyc: Research Methods
PSYC 341 Health Psychology
PSYC 343 Drugs and Human Behavior
PSYC 365 Seminar on Human Sexuality
PSYC 401 Psychology of Prejudice & Racism
PYSC 499 Senior Seminar in Psychology
Education
- B.S., Psychology, Howard University
- M.S., Neuropsychology, Howard University
- Ph.D., Neuropsychology, Howard University
Interests
- Neuropsychology
- Health Psychology
- Historical/Intergenerational Trauma
- Psychology of Oppression
Awards
- Inductee, Class of 2011-1012, Leadership Institute for Women in Psychology, American Psychological Association Committee on Women in Psychology and Womens Programs Office, August 1-3 and March 29, 2012., 12
- Interactivity Foundation Teaching Grant, Spring 2009, in collaboration with co-instructor Minerva San Juan. For the project entitled: "Incorporating Interactivity Methods in the Classroom." Total award, $1,000, 09
- Trinity Alumnae Association Faculty Research Award, Spring 2008, in collaboration with Diane Forbes-Berthoud. For the project entitled "Re-framing the Urban Learner Construct." Total award, $1,000., 08
Select Works Published
- Mobile health technology knowledge and practices among patients of safety-net health systems in Washington State and Washington, DC
Alsayid, M, Baugh, S., Laing, S., Ocampo, C., Journal of Patient-Centered Research and Reviews, 2018 - Panel Discussion: I am Psyched
Ocampo, C., American Psychological Association’s “I am Psyched! Inspiring Histories, Inspiring Lives: Women of Color in Psychology,”, 2017 - Evaluating the relationships among psychological distress, executive cognitive function and economic factors on mammography use in unaffected African American women at risk for breast cancer
Laing, S., Ocampo, C., & Harris, J., Ethnicity & Disease, 20, 467-473, 2010 - Dealing with diversity issues in the classroom: A survey of the STP membership
Prieto, L. R., Whittlesey, V., Herbert, D., Ocampo, C., Schomburg, A., & So, D., Teaching of Psychology, 36, 77-83, 2009 - A therapeutic approach to the treatment of racist-incident based trauma
Bryant, T., & Ocampo, C., The Journal of Emotional Abuse, 6, 1-22, 2006 - Racist-incident based trauma
Bryant, T., & Ocampo, C., Counseling Psychologist, 33, 479-500, 2005 - The trauma of racism: Implications for counseling, research, and education
Bryant, T., & Ocampo, C., Counseling Psychologist, 33, 574-578, 2005
Philosophy
Teaching is an enterprise that should inspire, develop and instill critical analysis in students -- in short, it should model how to think. The foundations of literacy -- the “three Rs” -- must be embedded into all facets of teaching. My core philosophy of teaching includes an emphasis on reading (absorption and analysis), writing (synthesis and communication) and arithmetic (recognizing and utilizing the mathematical patterns that underlie our knowledge). To these, I would add a fourth and perhaps fifth “R” – Relationship with the world, or cultural literacy, and Responsibility, or ethical citizenship. Teaching content -- transmitting our known body of knowledge -- is the first step in this process. However, two things must also occur: students must learn to think critically about this body of knowledge, and they must learn how to use the tools of scholarship to discover knowledge for themselves. My goal as a professor is to continue to grow as an effective teacher and mentor and to engage in scholarship that contributes to the body of knowledge in the social sciences, informs curricular growth and pedagogy, and engages students in the excitement of ethical research.