Dr. Ketty M. Sarouphim-McGill is an associate professor of psychology and education in the Department of Social Sciences. Her research focuses on measuring intelligence and identifying gifted students, as well as developing programs for the education of gifted students in Lebanese schools. Another area of her research examines identity development and well-being of Lebanese youth.
Dr. Sarouphim-McGill has several published articles in international journals and has presented regularly her work at international conferences. She is a member of several professional organizations, among which are the American Psychological Association (APA), American Educational Research Association (AERA), and the World Council for Gifted and Talented Children (WCGTC). She is a founder and a current member of the Lebanese Psychological Association (LPA).
She has given several workshops to teachers and parents on a variety of topics, such as preventing aggression in children, the effect of parenting styles on children’s behavior and well-being, dealing with difficult children and adolescents, and motivating students to learn.
In addition, Dr. Sarouphim-McGill is active in the community and serves on local school boards, among which is the Board of Trustees of Eastwood College. She has had many local and regional TV appearances in which she has discussed various topics related to children, such as the sound use of reward and punishment, prevention and treatment of problem behavior in children and educating high ability learners.
- Sarouphim, K. M. & Issa, N. (2020). Investigating Identity Statuses Among Lebanese Youth: Relation with Gender And Academic Achievement. Youth & Society. Vol. 52, Issue 1, pp. 119-138. Doi:10.1177/0044118X17732355
- Kaddoura, N. & Sarouphim, K. M. (2019). Identity development among Lebanese youth: An investigation of Marcia’s paradigm. Heliyon, Volume 5, issue 11, pp. 1-6. https://doi.org/10.1016/j.heliyon.2019.e02851
- Sarouphim, K. M., & Chartouny, M. (2017). Mathematics education in Lebanon: gender differences in attitudes and achievement. Educational Studies in Mathematics. Vol. 94, Issue 1, pp. 55-68. DOI 10.1007/s10649-016-9712-9
- Sarouphim, K. M. (2015). Slowly but surely: Small steps toward establishing gifted education programs in Lebanon. Journal for the Education of the Gifted. Vol. 38, issue 2. pp. 196-211. DOI: 10.1177/0162353215578278
- Sarouphim, K. M. (2012). How novel is the actiotope model of gifted education? Invited peer commentary, High Ability Studies, Vol. 23, Issue 1, pp. 101-103. DOI:10.1080/13598139.2012.679104
- Sarouphim, K. M. (2011). Gifted and non-Gifted Lebanese youth: Gender differences in self-concept, self-esteem and depression. International Education, Vol. 41, Issue 1, pp. 26-41.
- Sarouphim, K. M. (2010). A model for the education of gifted learners in Lebanon. International Journal of Special Education, Vol. 25, Issue 1, pp. 71-79.
- Sarouphim, K. M. (2009). The use of a performance assessment for identifying gifted Lebanese students: Is DISCOVER effective? The Journal for the Education of the Gifted, Vol. 33, issue 2, pp. 275-295. doi:10.1177/016235320903300206
- Sarouphim, K. M. (2001). DISCOVER: Concurrent validity, gender differences, and identification of minority students. Gifted Child Quarterly, Vol. 45, issue 2, pp. 130-138. doi:10.1177/001698620104500206
- Sarouphim, K. M. (2007). DISCOVER travels to Lebanon. Gifted and Talented International, Vol. 22, issue 2, pp. 45-53. DOI: 10.1080/15332276.2007.11673494
- PhD in Educational Psychology, University of Arizona, USA
- MA in Education, American University of Beirut, Lebanon
- TD in Elementary Education, Lebanese American University, Lebanon
- BA in Communication Arts, Lebanese American University, Lebanon
Associate Professor of Psychology and Education
Office: OGB 503