Professor of Psychology
Clinical Psychologist and Consultant
B.A., Howard University
Ph.D., Clark University
Postdoctoral Fellow, Yale University
Description
Dr. Duncan is a professor in the Department of Psychology and former Associate Director of the Ph.D. Program in Clinical Psychology (2000-2018). She also serves as the Chair of the Permanent Faculty/Student Committee on Diversity, Equity, and Inclusion within the Ph.D. Program. After graduating with a B.A. in Sociology from Howard University, she completed her doctoral degree in Psychology at Clark University and received post-doctorate training in clinical and community psychology at Yale University. Dr. Duncan's interests include diversity, equity, and inclusion (DEI), social justice, ethnic minority mental health, cross-cultural psychology, and community psychology. At the doctoral level, she teaches cross-cultural psychology and professional ethics. As a clinical psychologist, she has extensive experience working with individuals from underserved communities, survivors of sexual assault, and members of the LGBTQ community. Dr. Duncan’s expertise also extends to the areas of humanitarian assistance and community consultation. This work focuses on addressing the psychosocial/educational needs of vulnerable children, families, and communities through the development and evaluation of international and domestic governmental and non-governmental assistance programs, particularly those targeting communities affected by war/genocide, HIV/AIDS, Covid-19, and natural disasters. In this role, she consults with and offers training to domestic and international organizations such as UNICEF, Ford Foundation, Save the Children, United with Kenya, and has worked and/or lived in Mozambique, Malawi, Zimbabwe, Rwanda, Zambia, Thailand, Bosnia, and most recently, Kenya.
Specialties
Cross-cultural psychology; acculturation; social justice - training, program initiatives, best practices; DEI; community consultation
Selected Publications
Duncan, J. & Leddy, E. (2019). A critical review of educational and health programming. United with Kenya, Fairfield, CT.
Duncan, J. (2017). The Fellowship Initiative: A qualitative report on the insights of mentors. Mental Health Association of New York City, New York, NY.
Duncan, J., & de Seve, A. (2016). Educational Initiatives in Chepsaita Kenya: Status Update. United with Kenya, Fairfield, CT.
Duncan, J., Scaturro, C., & Farrell, C. (2014). The Essential Package: Platform expansion and program integration. Save the Children, Washington, D.C.
Duncan, J., & Farber, A. (2013). Educational programming in Chepsaita, Kenya: Progress Report. United with Kenya, Fairfield, CT.
Duncan, J., & Talreja, P. (2012). Taking stock of OVC programming: Mozambique, Malawi, and Tanzania. Save the Children, Washington, D.C.
Duncan, J., & Talreja, P. (2012). SMARTS Early childhood enrichment: Reflections of parents. A qualitative assessment of parent appraisals of the impact of the SMARTS initiative on educational readiness. REACH Prep, Stamford, CT.
Duncan, J., & Azar, N. (2011). Activism and self-actualization: A qualitative inquiry. Democratic Participation Unit of the Ford Foundation, New York, NY.
Duncan, J., & Azar, N. (2011). End-line Observations: Tools and methodology of the Essential Package. Save the Children, Washington, D.C., and CARE International, Atlanta, GA.
Professional Affiliations
Member, American Psychological Association
Member, Association of Black Psychologists
Board member, United with Kenya
