W. Kyle Hamilton

Ph.D Student Psychological Science

University of California, Merced

Biography

Kyle is a Ph.D. student at the University of California, Merced in the Psychological Sciences graduate program. He is advised by Dr. Linda Cameron and is part of the health psychology program. Kyle received his Associate of Arts in Social Science from Reedley College and his Bachelor of Arts in Psychology with a minor in Political Science from the University of California, Merced. His research interests include adverse childhood experiences, attachment theory, emotion regulation, agent-based modeling, and human-computer interaction.

In addition to his research interests, Kyle works on creating pedagogical tools and programs which implement R and Shiny. Furthering this goal Kyle has released five R packages which use Shiny to connect to advanced statistical applications in R. Kyle is also a community member of rOpenSci where he authored and maintains two packages.

Currently, Kyle serves as a member of the University of California, Merced Alumni Association board of directors.

Interests

Adverse Childhood Experinces
Electronic Cigarettes
R Programming Language

Education

BA in Psychology, 2012

University of California, Merced
AA in Social Science, 2010

Reedly College

Selected Publications

MAJOR: Meta Analysis JamOvi R

MAJOR allows you to do a meta-analysis in jamovi using different types of input (e.g., effect sizes, correlations coefficients). MAJOR and jamovi work really well together; new studies can easily be added in the spreadsheet and the results will automatically update, making it easy to always keep your meta-analyses up-to-date.

WK Hamilton

For the jamovi project, 2018

Video Source Document

Evaluation of an intervention promoting emotion regulation skills for adults with persisting distress due to adverse childhood experiences

This phase II trial evaluated psychosocial and health outcomes of an intervention designed to improve emotion regulation skills in adults suffering from Adverse Childhood Experiences (ACEs). The study utilized a pretest-posttest design in which 92 adults enrolled in the community-based program completed pretest measures, attended either a faith-based or secular version of the 12-week ACE Overcomers program, and then completed posttest measures. The theory-guided program involved group sessions providing education and skills training to improve emotion regulation, self-awareness, resilience, and social functioning.

LD Cameron, P Carroll, WK Hamilton

In Child Abuse & Neglect, 2018

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Positive Discipline Parenting Scale: reliability and validity of a measure

In this study, we examine the reliability and validity of the scale using an initial community sample (n = 107), and an online Internet sample (n = 123). Factor loadings and reliability were examined in both samples, as well as convergent and divergent validity. The measure was found to be positively correlated with authoritative parenting style and parental sense of reward, and negatively correlated with authoritarian style and parental stress. The measure may be useful as a tool for program evaluation, or for assessing a theoretical relationship between Positive Discipline style parenting and other variables of interest.

P Carroll, WK Hamilton

In the Journal of Individual Psychology, 2016

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