Evan Harrington

Evan Harrington serves as an Associate Professor in the Department of School Psychology at The Chicago School, a position he has held since joining the institution in 2005. Based at the Chicago campus, he teaches statistics, research methods, social psychology, and Mental Health Law, contributing to the training of future psychology professionals through hands-on experience and community-focused education.

Education:

• Ph.D. in Social Psychology from Temple University
• B.A. in Psychology from the State University of New York-Albany
• B.A. in Criminal Justice from the State University of New York-Albany

Research Interests: Dr. Harrington's interdisciplinary work bridges forensic psychology, mental health law, and social psychology. His scholarship critically examines Supreme Court justices' ideological alignment with psychological research, the provocation defense in murder cases, nocebo effects in clinical settings, and adverse childhood experiences (ACE). His research consistently emphasizes practical applications for legal reform and educational interventions, particularly in wrongful conviction cases and school-based support systems.

Publications: His recent scholarship demonstrates a clear trajectory toward translating psychological research into actionable community solutions. The 2020 publication in the Journal of Pediatric Neuropsychology exemplifies this focus, developing multi-tiered support frameworks for high-school students impacted by ACE. This work integrates statistical methodology with real-world educational challenges, reflecting his commitment to evidence-based practice in school psychology.

Scientific Awards: No scientific awards, fellowships, or medals were documented in the provided source material.

Advising and Grants: While specific graduate students and research grants aren't enumerated in the source text, Dr. Harrington's professional service reveals significant mentorship through community engagement. His volunteer work in exoneration cases and leadership on institutional review boards demonstrates applied guidance for legal and psychological practice. His presentations at major conferences indicate active scholarly contribution despite absence of explicit grant documentation.