Cathy Hall holds a Bachelor's in Psychology from Emory University and a Masters and Ph.D. in Educational Psychology from the University of Georgia. She is a licensed Psychologist in the state of North Carolina. Her expertise includes psychological assessments, research design and methodology, and data analysis.

I have three primary areas of research. One of my primary areas of research interest has been with Attention Deficit Hyperactive Disorder (ADHD) children. Some of the research I have explored in this area include: response time with ADHD and non-ADHD students, subcategories of ADHD, assessment/interventions with ADHD students, information processing, and social-emotional adjustment. I enjoy working with ADHD clients (children - adults) and find them to be highly creative and innovative individuals.

The second area of research interest includes social-emotional adjustment of special populations. Research in this area has included adjustment issues with children of divorce, adult children of alcoholics, children of alcoholics, adult children with have dealt with traumatic events during childhood, and adjustment issues with learning disabled students. The focus has been on areas that may make certain children more at-risk for developing problems, and why certain children display more resiliency than others. Recently, I developed a scale (Hall Resiliency Scale – HRS) to measure resiliency in adolescent and adult populations to aid research in this area. The manual for this scale has just been completed.

The third area has focused on learning styles and strategies and their assessment. Research I have conducted has dealt with various measures of assessment (WISC-III, K-ABC and processing styles, gender differences in mathematical performance, and the Study Process Questionnaire). I have been working on my own scale to measure studying processes - Executive Process Questionnaire. Research with this scale has shown it to be a strong predictor in academic success. It has been shown to have concurrent and predictive validity with respect to college student grades in longitudinal studies.