Barbara Kerr, Ph.D. holds an endowed chair as Distinguished Professor of Counseling Psychology at the University of Kansas and is an American Psychological Association Fellow. Her M.A. from the Ohio State University and her Ph.D. from the University of Missouri are both in counseling psychology. Her research has focused on the development of talent, creativity, and optimal states, while training psychologists and counselors to be talent scouts who provide positive, strengths-based services. She founded the Guidance Laboratory for Gifted and Talented at the University of Nebraska; was Associate Director of the Belin-Blank National Center for Gifted and Talented at the University of Iowa; and co-director of the National Science Foundation projects for talented at risk girls at Arizona State University. She is editor of the recent Encyclopedia of Giftedness, Creativity, and Talent Development, and author of Smart Girls: A New Psychology of Girls, Women, and Giftedness; A Handbook for Counseling Gifted and Talented; co-author of Smart Boys: Talent, Masculinity, and the Search for Meaning, Counseling Girls and Women and over one hundred articles, chapters, and papers in the area of giftedness, talent, and creativity. She currently directs the Counseling Laboratory for the Exploration of Optimal States (CLEOS) at the University of Kansas, a research through service program that identifies and guides creative adolescents. With Karen Multon, she has co-directed the NSF Project, Milestones and Danger Zones for STEM Women.
Barbara Kerr specializes in psychology of creativity; issues of gender, privilege, and talent development; innovations in counseling and therapy
Ph.D., Counseling Psychology, University of Missouri
M.A., Counseling Psychology, Ohio State University
A.B., Psychology, University of Missouri
When I was hired as a Distinguished Professor, the Chancellor gave me this charge: "Distinguished Professors achieve international recognition in their field of research and promote interdisciplinary, broad perspectives in their teaching." In addition to this charge, I have a personal mission, and that is to identify, support, and seek a comprehensive understanding of the needs of creative young people.
I teach graduate level courses in counseling psychology, ranging from introductory counseling theory courses to advanced doctoral courses in counseling theory and history and systems of psychology. I typically advise 4 masters students and 9 doctoral students. The demands of an APA approved doctoral program require that I teach mainly core courses during the academic year. In the summer, I have enjoyed the opportunity to teach Study Abroad courses. In all of my courses, I attempt to infuse an interdisciplinary perspective, drawing upon anthropology, history, sociology, and neuroscience, and challenge students to read the scholarly literature in these fields and apply them to the work of the counseling psychologist. In addition, the scientist-practitioner model informs all my teaching, in that I encourage my students to have a healthy skepticism for both popular psychology and the assumptions of the White, male-dominated constructions of academic psychology. My students not only learn to use the traditional, positivistic scientific methods to explore human behavior; they also learn the methods of post-modern deconstruction to analyze the texts in our fields.
Every year, I plan and attend the national Wakonse Conference on College Teaching to learn new teaching methods and use the CTE conferences and resources as often as possible. From these annual renewals, I learned how to create online and hybrid classes; how to "flip" the curriculum; how to use collaborative and experiential approaches; how to introduce new technology to students; and how to establish, with the students, mutual goals, objectives, and methods of evaluation. I use a variety of self-evaluation, including a "check" at the end of each class to evaluate student learning and my teaching; mid-term evaluations; and course revision based on evaluations.
My greatest regret has been the lack of opportunity to teach at KU the courses in which I'm considered a leading expert: Psychology of Creativity and Psychology of Gender. I do enjoy the opportunity to teach these courses abroad as a Visiting Scholar to Monash University in Australia and in special seminars at research centers such as the Torrance Center for Creativity. I consider my greatest accomplishment, and greatest joy, the creation with Karen Multon of the on-site, integrated training, research, and service course, Advanced Counseling Skills. Here, for the first time, our students are able to see real clients (creative adolescents, college students and adults); receive live supervision and learn how to do quantitative and qualitative research based on their experiences and the data. My goal is to continue to improve this course and seek funding for new ones. We provided live supervision for each of eleven students and two volunteers, and supervision of supervision to all the supervisors. It is a massive undertaking, equivalent to setting up a pop-up clinic every Friday, but well worth the effort.
EPSY 580:Positive Psychology
EPSY 740:Counseling and Interviewing Skills
EPSY 742: Counseling Theory
EPSY 842:Counseling Practicum
EPSY 896: Advanced Counseling Skills
EPSY 875:Multi-Cultural Counseling
EPSY 948:Advanced Practicum I
EPSY 966: Supervision
EPSY 998:Seminar In: _____
- Counseling Theories
- History of Psychology
My research concerns the development of creative talent, particularly identification strategies and interventions to enhance academic and career engagement and persistence toward creative goals. I am interested in the intersection of abilities, personality, environment, and privilege. To that end I have validated assessments of creativity, privilege, and gender relations; developed and evaluated the impact of counseling interventions; and established and disseminated a theoretical model of creative talent development for women and for innovators in general. I try to maintain a mix of peer-reviewed articles, chapters, books, presentations, and popular articles, blogs, and videos for the broadest possible readership. One of the luxuries of my position is the opportunity to painstakingly collect data, one case at a time, over many years in order to produce a single manuscript for a journal. One of my regrets is the difficulty in attaining major funding. Although a recipient of NSF grants for many years, the NSF Gender Equity portfolio that was my major source was closed. My endowment diminished to the point where no funds are available for research. Nevertheless, I apply for funding from internal funds, NSF and private foundations several times a year, and will continue to seek all possible resources.
Despite this, I am proud to have continued the CLEOS project with only small fees and a highly motivated group of student volunteers.
Sometimes, in order to pursue a research goal, it is necessary to create, from the ground up, sites in which to engage in action research. One example is the co-founding, with community members, the Lawrence Creates Makerspace, with no funding except our own checks for a few months rent of a warehouse. I was able to observe and study, from its inception, the development of a creative community of 70 engineers, artists, and entrepreneurs. After just two years, it reached financial sustainability based on small membership fees and events, and was named by Make magazine "one of the 25 most interesting Makerspaces in the world." Two students are pursuing doctoral dissertations on the development of Makers, and we have already published our first article in an international journal. I write blogs on creativity to 2200 followers and sites including Scientific American, Creativity Post, and EdWeek.
My colleague Yong Zhou has been a stimulus to new directions for me in investigating creativity in education, and we have formed a new Center for Creativity and Entrepreneurship in Education.
Finally, although business is not in my bones, I am pursuing the validation and commercialization of manuals, hardware, and software I developed with electronics and tech experts at the Makerspace for the visualization of creative "flow states" using hacked commercial grade EEG equipment.
- Gender, Creativity, Career Development
From the program level to the international level, I focus on my mission of understanding and supporting creativity. Whether serving on an SOE personnel committee or as the editor of an international journal for the World Council on Giftedness, Creativity, and Talent, I try to identify and promote innovative thinking and actions. Part of my service during the last seven years has been pro bono clinical work; therefore, I went through the considerable trials of becoming licensed in Kansas as a psychologist. As a scientist-practitioner, I try to integrate research, training, and service so that my activities form a coherent line of work, and model this for my students and young colleagues. Many of my service activities are unconventional – like organizing rural Chautauquas showcasing the talents of local farmers and their kids – but they inevitably lead to learning and creative community building for all of us
I provide leadership at the national and international level to professional organizations related to giftedness and creativity, including service as Editor of Gifted and Talented International. Nationally, I provide both service and consultation to psychology organizations, universities, and schools. I create research through service laboratories to serve bright young people while learning their special needs. Finally, I have co-founded one of the nation's leading "makerspaces," a creative community of 100 members and 1500 online members who engage in invention, design, and art in a collaborative organization.
Kerr, B. A. (in press). Advances in the assessment of creativity: Cognitive, personality, and profiling approaches. In . (Ed.), Handbook of Positive Psychology Assessment. Washington, DC: American Psychological Association Press.
Kerr, B. A., Birdnow, M. Hallaert, J. Malmsten, R. Stull, O. Wright, J. D., & Claiborn, G. J. (n.d.). Gifted and Talented International, 12, 1-17.
Kerr, B. A., & Gahm, J. (in press). Development of Talent in Girls and Young Women. In . (Ed.), American Psychological Association Handbook on Gifted Education.
Kerr, B. A., & Gahm, J. (2017). Developing talents in girls and young women. In S. I. Pfeiffer, E. E. Shaunessy-Dedrick, & M. E. Foley-Nicpon (Eds.), APA handbook of giftedness and talent. American Psychological Association.
Martine, D. Gillath, O. DeBoek, P. Lang, R. & Kerr, B. (2017). Changes in Attachment Security and Mindfulness as Predictors of Changes in Depression and General Anxiety. Journal of Social and Clinical Psychology, 36(9), 769-797.
Vuyk, M. A., Kerr, B. A., & Krieshok, T. R. (2016). From overexcitabilities to openness: Informing gifted education with psychological science. Gifted and Talented International, 31(1), 59-71.
Kerr, B. A. (2016). Resilience and Gifted Children. Teaching for High Potential, 15(11), 18-22.
Kerr, B. A., & Farmer, N. M. (2016). The Role of Makerspaces and STEAM Labs in the Development of Talent in Creative Students.
Vuyk, A. (2016). Openness to experience rather than Overexcitabilities: Call it like it is.
Bean, V. & A, K. B. (2016). An Exploration of Women's Engagement in Makerspaces. Gifted and Talented International, 15(1).
Kerr, B. & Kronberg, L. (2016). The Gendering of Giftedness and Genius. Gifted and Talented International, 15.
Kerr, B. A., & Wright, J. D. (2015). Neuroscience and Gender Issues in STEM Learning with High Ability Students. In F. Bronwyn (Ed.), STEM Learning and High Ability Students.
Kerr, B. A., & Multon, K. D. (2015). The Development of Gender Identity, Gender Roles, and Gender Relations in Gifted Students. Journal of Counseling and Development, 93(2), 183-191.
Kerr, B. (2014). Volume 3:Creativity , Major Works in Gifted and Talented Education. SAGE.
Kerr, B. A. (2014). Volume 4:Guiding Gifted and Creative Students, Major Works in Gifted and Talented Education.
Kerr, B. A. (2014). Counseling High Ability Adolescents in School. In F. Dixon & S. Moon (Eds.), The handbook of secondary gifted education. Sourcebooks, Inc.
Kerr, B. A., & McKay, R. (2014). Smart Girls in the Twenty-First Century.
Kerr, B. A. (2014). Career Counseling Laboratories: Integrating Values into Career Counseling. In M. Pope (Ed.), The Role of Values in Career Counseling. Elsevier.
Kerr, B. (2014). Volume 2: Educating Gifted and Talented Students , Major Works in Gifted and Talented Education.
Kerr, B. (2014). Sage Major Works. Volume 1:Assessing Intellectual Giftedness and Academic Talent (B. A Kerr, Ed.). Major Works in Gifted and Talented Education, Volumes One -Four.
Kerr, B. A. (2013). Career development for creatively gifted students -- What parents, teachers, and counselors need to know. In . (Ed.), In K. H. Kim, J. C. Kaufman, J.Baer, and B. Sriramen .(Eds.) Creatively Gifted Students Are Not Like Other Gifted Students: Research, Theory, and Practice. Rotterdam, Netherlands: SensePublishers, (171-186).
Kerr, B. A. (2013). Professional Development and Services for Creatively Gifted Students.
Kerr, B. A. (2013). Betting Against Ingenuity.
Kerr, B. A., & Vuyk, A. (2013). Career development for creatively gifted students—What parents, teachers, and counselors need to know. In K. H Kim, J. C Kaufman, J. Baer, & B. Sriramen (Eds.), Creatively Gifted Students Are Not Like Other Gifted Students: Research, Theory, and Practice (pp. 12). Rotterdam, Netherlands: SensePublishers.
Kerr, B. A., & McKay, R. A. (2013). Searching for tomorrow’s innovators: Profiling creative adolescents. Creativity Research Journal, 25(1), 21-32. DOI:10.1080/10400419.2013.752180
Kerr, B. A. (2012). Gendered practices in gifted education. Psychology in the Schools.
Kerr, B. A., Vuyk, M. A., & Rea, C. (2012). Gendered practices in the education of gifted girls and boys. Psychology in the Schools, 49(7), 647-655.
Kerr, B. A., Multon, K. Syme, M. Fry, N. Kurpius, S. & Hammond, M. (2012). Development of the Distance From Privilege Measures A Tool for Understanding the Persistence of Talented Women in STEM. Journal of Psychoeducational Assessment, 30(1), 88-102.
Kerr, B. A. (2011). Developmental issues for gifted girls: Milestones and danger zones. In J. Riedl-Cross & T. Cross (Eds.), Handbook for Counselors serving students with gifts and talents. Austin, TX: Prufrock.
Kerr, B. A. (2011). Smart Girls, Scottsdale, AZ: GPP.
Kerr, B. A., Multon, K. D., Owens, R. Fry, N. Kurpius, S. & Hammond, M. (2011). Development and validation of the Distance from Privilege Scale : A tool for talent development. Journal of Psychoeducational Assessment.
Kerr, B. A., & Cohn, S. (2010). Slimme Jongens [Smart Boys.], Rotterdam, Netherlands: Van Korkum.
Kerr, B. Alane (Ed.). (2009). Encyclopedia of giftedness, creativity, and talent (B. Alane Kerr, Ed.). Beverly Hills, CA: Sage.
Kerr, B. A. (2009). Acceleration Options. In B. Alane Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent. Sage.
Kerr, B. A. (2009). Native American Gifted Students. In B. Alane Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent.
Chopp, C. & Kerr, B. A. (2008). Counseling gifted children. In G. Davis & S. Hansen (Eds.), Handbook of School Counseling.
Kerr, B. A. (2008). Consciousness. In S. Lopez (Ed.), Encyclopedia of positive psychology.
Kerr, B. A. (2008). Creativity. In S. Lopez (Ed.), Encyclopedia of positive psychology.
Kerr, B. A. (2008). Intuition. In S. Lopez (Ed.), Encyclopedia of positive psychology.
Kerr, B. A., & Larson, A. (2007). How gifted girls become eminent women. In S. Lopez (Ed.), Positive Psychology Perspectives. New York, NY: Praeger.
Kerr, B. A. (2006). Science, spirit, and giftedness. In S. Mendaglio & J. Peterson (Eds.), Models of counseling gifted and talented. Austin, TX: Prufrock Press.
Lopez, S. J., & Kerr, B. A. (2006). An open source approach to creating positive psychological practice. Psychotherapy: Theory, Research, Practice and Training, 43(2), 147-150.
Kurpius, S. R & Kerr, B. Alane (Eds.). (2005). Counseling girls and women: Ten years of NSF Gender Equity studies (S. R Kurpius & B. Alane Kerr, Eds.). Volume 2, Talent Development. Arlington, VA: National Science Foundation.
Kerr, B. Alane & Kurpius, S. R (Eds.). (2005). Counseling girls and women: Ten years of NSF Gender Equity studies (B. Alane Kerr & S. R Kurpius, Eds.). Volume 1: Talent, Risk, and Resiliency. Arlington, VA: National Science Foundation.
Kerr, B. A., Cohn, S. & McAlister, K. (2005). A program for linguistically gifted youth. International Studies of Bilinguilism, 4, 340-398.
Hull-Blanks, E. Kerr, B. A., & Robinson-Kurpius, S. E. (2005). Risk factors of suicidal ideation and attempts in talented, at risk girls. Suicide and life threatening behavior, 34(3), 267-276.
Colangelo, N. Kerr, B. Christensen, P. & Maxey, J. (2004). Essential readings in gifted education. In S. Moon (Ed.), Social Emotional issues (pp. 119-132). Thousand Oaks, CA: Corwin Press.
Kerr, B. A., & Robinson, S. E. (2004). Encouraging talented girls in math and science: Effects of a guidance intervention. High Ability Studies, 15(1), 85-102.
Kerr, B. A. (2003). Online handbook for consulting with gifted and talented students. Mesa, AZ: Nueva Science Press. www.cleoslab.org
Kerr, B. A., & Sodano, S. (2003). Career assessment for gifted students. Journal of Career Assessment, 11(2), 168–176.
Davis, T. L., Kerr, B. A., & Kurpius, S. R. (2003). Meaning, purpose, and religiosity in at-risk youth: The relationship between anxiety and spirituality. Journal of Psychology and Theology, 31(4), 356-373.
Kerr, B. A., & Foley-Nicpon, M. (2002). Gender and giftedness. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education. New York, NY: Allyn and Bacon.
Kerr, B. A., & Gagliardia, C. (2002). Measuring creativity. In S. Lopez & R. Snyder (Eds.), Handbook of Positive Psychology. Assessment. London, England: Pergamon.
Kerr, B. A., & McAlister, J. (2002). Letters to the medicine man: The shaping of spiritual intelligence, Cresskill, NJ: Hampton Press.
Kerr, B. A. (2001). Gender issues in gifted education. In K. Heller & R. Subotnik (Eds.), International handbook of gifted education. San Diego, CA: Academic Press.
Kerr, B. A., & Cohn, S. (2001). Smart boys: Talent, masculinity, and the search for meaning, Scottsdale, AZ: Great Potential Press.
Kerr, B. A., & McAlister, J. (2000). The shamanic journey: An apprenticeship in spiritual intelligence. Advanced Development.
Kerr, B. A., Gottfried, M. & Chopp, C. (1999). Families and creativity. In M. Runco (Ed.), Encyclopedia of creativity (pp. 709-715). San Diego, CA: Academic Press.
Kerr, B. A. (1999). A handbook for counseling gifted and talented.(Revised) Melbourne, VIC, Australia: HawkerBrownlow, Ltd.
Cohn, G. & Kerr, B. A. (1998). A comparison of live and on-line counseling. Computers in Human Services, 2(3), 16-22.
Kerr, B. A., & Robinson Kurpius, S. E. (1998). Brynhilde’s fire: Talent, risk, and betrayal in the lives of gifted girls. Australian Journal of Gifted Education, 7(2), 5-9.
Kerr, B. A. (1997). Smart girls, Scottsdale, AZ: Gifted Psychology Press.
Kerr, B. A., & Fisher, T. (1997). Career assessment of gifted and talented. Journal of Career Assessment, 5, 229-241.
Kerr, B. A., Hanson, W. & Claiborn, C. D. (1997). Differential effects of two test interpretation styles in counseling: A field study. Journal of Counseling Psychology, 44, 400-405.
Kerr, B. A. (1997). Remarkable women. Journal of Contemporary Psychology
Kerr, B. A. (1996). New research and theory on educating gifted girls. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education(2nd ed.) (pp. 402-415). Boston, MA: Allyn Bacon.
Kerr, B. A. (1996). Last chance high. Journal of Contemporary Psychology
Kerr, B. A. (1996). The sound of the Silver Horn: Reclaiming the heroism in women's lives. Psychology of Women Quarterly
Kerr, B. A. (1995). Smart girls two: A new psychology of girls, women and giftedness, Dayton, OH: Ohio Psychology.
Hallowell, K. Phelps, C. & Kerr, B. A. (1995). 3500 years of student development. Journal of College Student Affairs, 6, 33-37.
Kerr, B. A. (1995). Review of the Substance Abuse Subtle Screening Inventory. Twelfth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Kerr, B. A., & Maresh, S. (1994). Career counseling for gifted women. In B. Walsh & S. Osipow (Eds.), Career counseling for women (pp. 197-235). NY: Erlbaum.
Colangelo, N. Assouline, S. Kerr, B. A., Huesman, R. & Johnson, D. (1994). Mechanical inventiveness: A three phase study. In K. Akrill (Ed.), The origins and development of high ability (pp. 227-250). London: Wiley & Sons.
Kerr, B. A., & Colangelo, N. (1994). Something to prove: Academically talented minority students. In N. Colangelo & S. Assouline (Eds.), Talent development (pp. 352 –375). Columbus, OH: Ohio Psychology.
Johnston, J. A., Kerr, B. A., Claiborn, C. D., & Hansen, R. (1994). The Wakonse Fellowship in college teaching. Journal of Counseling and Student Development, 72, 480-484.
Colangelo, N. & Kerr, B. A. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37, 155-160.
Kerr, B. A., Colangelo, N. Maxey, J. & Christensen, P. (1992). Characteristics and needs of academically talented minorities. Journal of Counseling and Development, 70, 606-609.
Bernstein, B. & Kerr, B. A. (1992). Counseling psychology and the scientist-practitioner model: Implications and implementation. The Counseling Psychologist, 21(1), 136–151.
Kerr, B. A., & Colangelo, N. (1992). The Iowa Inventors Project: Toward a measure of mechanical inventiveness. Creativity, A Research Journal, 5, 157-163.
Kerr, B. A. (1991). The career development of gifted girls and women. In J. L Ellis & M. Willinsky (Eds.), Girls, Women, and Giftedness (pp. 105-122). Toronto: Trillium Press.
Kerr, B. A. (1991). Handbook for counseling the gifted and talented. Alexandria, VA: American Association for Counseling and Development.
Kerr, B. A., & Erb, C. (1991). Career counseling with academically talented students: Effects of a value-based intervention. Journal of Counseling Psychology, 38, 309-314.
Kerr, B. A., Shaffer, J. Chambers, C. & Hallowell, C. K. (1991). Substance use patterns of talented adults. Journal of Creative Behavior, 25, 145-154.
Kline, B. & Kerr, B. Alane (Eds.). (1991). Special issues on gender Roeper Review. 13, 3 and 4
Kerr, B. A. (1990). Educating gifted girls. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (pp. 402-415). Boston, MA: Allyn & Bacon.
Claiborn, C. D., & Kerr, B. A. (1990). Group interventions in the schools. In T. Gutkin & C. Reynolds (Eds.), Handbook of school psychology (pp. 705-735). New York, NY: Wiley & Sons.
Kerr, B. A. (1990). Counseling gifted and talented students, West Lafayette, IN: Gifted Resource Institute.
Colangelo, N. & Kerr, B. A. (1990). Extreme academic talent: Profiles of perfect scorers. Journal of Educational Psychology, 82, 404-410.
Kerr, B. A. (1990). Leta Hollingworth's legacy to counseling and guidance. Roeper Review, 12, 178-181.
Hetherington, C. & Kerr, B. A. (1989). Co-dependency and resident assistants. Journal of College and University Housing, 18, 25-29.
Kerr, B. A. (1989). Review of the Decision-making Inventory. Tenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Kerr, B. A. (1989). Review of the Leadership Skills Inventory. Tenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Kerr, B. A., & Myers, R. M. (1989). Review of the Swassing-Barbe Modality Index. Tenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Kerr, B. A., Colangelo, N. & Gaeth, J. (1988). Gifted adolescents' attitudes toward their own giftedness. Gifted Child Quarterly, 32, 245-248.
Kerr, B. A., & Ghrist-Priebe, S. (1988). Intervention for multipotentiality: Effects of a career counseling laboratory for high school students. Journal of Counseling and Development, 66, 366-370.
Kerr, B. A. (1988). The career development of gifted girls and women. Journal of Career Development, 14, 259-268.
Kerr, B. A., & Colangelo, N. (1988). The college plans of academically talented students. Journal of Counseling and Development, 67, 42-49.
Kerr, B. A., Olson, D. H., Pace, T. M., & Claiborn, C. D. (1987). Understanding client variables in the social Influence process. In F. Dorn (Ed.), The social influence process in counseling and psychotherapy (pp. 65-73). Springfield, IL: Charles C. Thomas.
Dworkin, S. H., & Kerr, B. A. (1987). A comparison of interventions for women experiencing body image problems. Journal of Counseling Psychology, 34, 136-141.
Kerr, B. A. (1986). The career development of creatively talented adults. In J. V Miller & M. L Musgrove (Eds.), Adult career development (pp. 59-69). San Francisco, CA: Jossey-Bass.
Dorn, F. Kerr, B. A., Miller, M. J., & Watkins, C. E. (1986). Breaking into print: Guidelines for mental health counselors. American Mental Health Counselors Association Journal, 8, 122-132.
Kerr, B. A. (1986). Career counseling for the gifted: Assessments and interventions. Journal of Counseling and Development, 64, 602-605.
Kerr, B. Alane & Miller, J. V (Eds.). (1986). Special issue on counseling gifted and talented. Journal of Counseling and Development 64, 9( )
Kerr, B. A. (1985). Smart girls, gifted women, Columbus, OH: Ohio Psychology Press.
Kerr, B. A. (1985). Gifted females: Special guidance concerns. Roeper Review, 8, 30-33.
Bowen, N. McEachern, S. Pearn, B. & Kerr, B. A. (1985). Women helping women: A short-term counseling service. Women and Therapy, 4, 43-53.
Kerr, B. A. (1985). Review of the Job Description Index. Ninth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Wild, B. A., & Kerr, B. A. (1984). Training adolescent job-seekers in persuasion skills. Vocational Guidance Quarterly, 33, 63-70.
Kerr, B. A., Olson, D. H., Claiborn, C. D., Bauers-Gruenler, S. J., & Paolo, T. M. (1983). Overcoming opposition and resistance: Differential functions of expertness and attractiveness in career counseling. Journal of Counseling Psychology, 30, 323-331.
Kerr, B. A. (1983). Raising the career aspirations of gifted girls. Vocational Guidance Quarterly, 32, 37-44.
Kerr, B. A. (1982). Career education for gifted and talented, Columbus, OH: National Center for Vocational and Technical Education.
Kerr, B. A. (1982). The setting of career counseling. Vocational Guidance Quarterly, 30, 210-219.
Kerr, B. A., Claiborn, C. D., & Dixon, D. N. (1982). Training counselors in persuasion. Counselor Education and Supervision, 22, 138-149.
Kerr, B. A. (1981). Career education strategies for gifted and talented. Journal of Career Education, 7, 318-325.
Thoreson, R. & Kerr, B. A. (1978). Stigmatization of the severely disabled: Strategies for change. Journal of Applied Rehabilitation, 9, 21-27.
Kerr, B. A., & Dell, D. M. (1976). Perceived interviewer experience and attractiveness: Effects of interviewer behavior, attire and interview setting. Journal of Counseling Psychology, 23, 553-557.
Kerr, B. A. & Wright, J. D. (11/10/2015 - 11/10/2015). Neuromythology and STEM students. National Association for Gifted Students. Phoenix
Kerr, B. A. (08/12/2015 - 08/12/2015). Are Creative Families Happy Families? American Psychological Association. Toronto
Kerr, B. A. (08/08/2015 - 08/08/2015). The Counseling Laboratory for Exploration of Optimal States: Helping Creative Students to Find Invisible Career Pathways. World Conference on Giftedness, Talent, and Creativity. Odense, Denmark
Kerr, Barbara A, (Principal), Ginther, Donna K, (Co-Principal), Friis, Elizabeth, (Co-Principal), From Imagination to Invention: Female Talent Development in ScientificInnovation, National Science Foundation, $972,854, Submitted 02/02/2015 (08/15/2015 - 08/14/2018). Federal. Status: Proposal Submitted.
Selected Awards & Honors
Esther Katz Rosen Award for Research on Gifted Children
American Psychological Association
School of Education Service Award
2016 - 2017
Benjamin Franklin Silver Medal for Education Book
National Independent Booksellers' Association
2015 - 2016
E. Paul Torrance Award for Creativity Research
National Association for Gifted Children
2013 - 2014