Dr. Lori A. Roggman is a Professor of Human Development at Utah State University. She began studying mother-child and father-child interactions in her MS program in Family and Human Development at USU and went on to complete a PhD in Developmental Psychology at the University of Texas, focusing on the role of attachment and play in early human development. During her time at USU, she has taught about theories and research in human development. She has conducted longitudinal studies of children from infancy to middle childhood to adolescence, was involved in the Early Head Start Research and Evaluation Project, and has continued to work with many different kinds of programs that support parenting and early development in infants and young children. She enjoys meeting people around the world who are committed to proving services that help parents, even in the most difficult circumstances, improve developmental outcomes for their children. She also loves spending time with her husband, hiking, traveling, and visiting their grownup children scattered around the country.
- PhD in Developmental Psychology, University of Texas, 1988
- MS in Family & Human Development, Utah State University, 1981
- BS in Psychology Utah State University, 1972
My research focuses on understanding how mothers and fathers -- in a wide variety of situations and circumstances - support children's early social-emotional, language, and cognitive development and which factors predict variations in parenting behaviors, including parent gender, education, attitudes, mental health, family conflict, religion, and culture. I am also interested in how practitioners can help parents provide support for their children’s development in ways that are comfortable and consistent with parents’ values and goals. I am particularly interested in a parallel process by which parents support their children’s development, practitioners support parenting development, and supervisors support practitioners’ professional development. Likewise, I am particularly interested in working with students who offer as much support to the scholarly development of other students as I offer to them.