Saigh, Philip A. (ps2121)

Philip A Saigh

Professor Emeritus of Psychology and Education

Office Location:

529C Building 528

Educational Background

B.A., University of North Carolina (Philosophy); M.A., University of Georgia (Educational Psychology); Ph.D., University of Georgia (Educational Psychology)

Languages: English, French, Arabic

Scholarly Interests

Epidemiology, etiology, assessment, and cognitive-behavioral treatment of Posttraumatic Stress Disorder in children and adolescents, assessment of Internet Gaming Disorder, and developmental psychopathology. 

Selected Publications

Saigh, P. A. (1984). An experimental analysis of delayed posttraumatic stress disorder. Behaviour Research and Therapy, 22, 679-682.

Saigh, P. A. (1987). In vitro flooding of an adolescent posttraumatic stress disorder.  Journal of Clinical Child Psychology, 16, 147-150

Saigh, P. A. (2004). The Children's Posttraumatic Stress Disorder Inventory. San Antonio, TX: Psychological Corp.

Saigh, P. A., Yasik, A. E., Oberfield, R. O., Halamandaris, P., & Bremner, D. J. (2006). The intellectual performance of traumatized children and adolescents with or without posttraumatic stress disorder. Journal of Abnormal Psychology, 115,  332-340.

Yasik, A. E., Saigh, P. A., Oberfield, R. O., & Halamandaris, P. V. (2007). Posttraumatic stress disorder: Memory and learning performance in children and adolescents. Biological Psychiatry, 61, 382-388.

Saigh, P. A., Yasik, A. E., Mitchell, P., & Abright, A. R. (2011). The psychological adjustment of New York City preschool children 8-10 months after September 11, 2001. Psychological Trauma: Theory, Research, Practice, and Policy, 3, 109-116.

Saigh, P. A., Yasik, A. E., Halamandaris, P., Bremner, D. J. & Oberfield, R, O. (2015). The parent ratings of traumatized youth with or without PTSD. PsychologicalTrauma: Theory, Research, Practice, and Policy, 7, 85-92.

Philip A. Saigh, Ph.D., is a Professor of Psychology and Education at Teachers College, Columbia University. He has worked with traumatized children, adolescents and adults since 1977. His research interests involve the epidemiology, etiology, assessment, and cognitive-behavioral treatment of posttraumatic stress disorder (PTSD) in children and adolescents. He interests also involve test development and childhood psychopathology. He is currently investigating the relationship between trauma exposure, PTSD, and cognitive functioning. Professor Saigh was the first investigator to demonstrate the efficacy of imaginal exposure in the treatment of children and adolescents with PTSD. He developed validated the Children's PTSD Inventory and nine additional tests. His books include Posttraumatic Stress Disorder: Theory Research and Treatment and Posttraumatic Stress Disorder: A Comprehensive Text (with D. J. Bremner, M.D.). Professor Saigh is the current President of the Academy for Research on Traumatic Stress. He also is a Fellow of the American Psychological Association's Divisions of Clinical Psychology and School Psychology. He teaches courses involving behavior therapy, developmental psychopathology, child-adolescent PTSD and related disorders, and classroom behavior management.

Related Articles

Recognizing Post-Traumatic Stress Disorder in Children

Philip Saigh, Professor of Psychology and Education, has conducted 35 years of research and clinical interactions with traumatized youth, work that began during the nine years he spent at the American University of Beirut. Following the school shootings in Newtown, Connecticut, he shares his knowledge of the long-term effects of trauma exposure.

Taking Note of Students

Stephen Peverly has helped establish TC as a leader in school psychology. His own research is advancing the field

Study Finds Resilience Among Preschoolers Post 9/11

In a study conducted eight to 10 months after the attacks of September 11, 2001, TC psychologist Philip Saigh found no evidence of post-traumatic stress disorder (PTSD) among preschool-aged children who were within a mile of the World Trade Center on that day and who were exposed to at least one traumatic event.

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