Thomas Treadwell EdD, TEP, received his EdD in Health Behavior and Group Psychology from Temple University in 1981. He has postgraduate training in Group Psychotherapy, Psychodrama, and Sociometry, Fellowship in Family Therapy, Philadelphia Child Guidance Clinic, Fellowship - Licensed Psychologist Training Program, University of Pennsylvania, Center for Cognitive Therapy.
He is currently a Clinical Associate in Psychiatry, Center for Cognitive Therapy, Department of Psychiatry, Perelman School of Medicine at the University of Pennsylvania and Full Professor of Psychology at West Chester University.
Dr. Treadwell’s research interests include cognitive group psychotherapy, psychodrama and sociometry, cognitive therapy of depression, anxiety, couple/relationship/partner conflicts-social network problems, and he is currently studying social-psychological processes of collaborative communication styles of electronic groups via the Internet. Dr. Treadwell is an executive editor for the Journal of Group Psychotherapy, Psychodrama, and Sociometry and serves on editorial boards for two journals.
"As a group therapist I find effectiveness is better achieved when patient(s) and therapist(s) work collaboratively as a therapeutic team. An interactive action-oriented group-focus is my treatment of choice in helping people readjust in modifying their communication and behavioral patterns to bring about healthy change(s). Cognitive group psychotherapy is a modality utilizing guided action, dramatic, and cognitive techniques in examining conflicts, predicaments, and crisis situations that are fathered/mothered in-group or individual settings. The action and cognitive techniques are designed to facilitate individuals and groups with respect to perceptions of thoughts, feelings, and behavior that are central to creating a sense of community among group members. As a result, group participants become part of a therapeutic community by sharing conflicts, supporting each other in rehearsing new ways of coping with life situations, and experimenting with alternate ways of behaving." –Thomas Treadwell EdD, TEP
The CORAL model fosters self-regulating thinking along with working amongst peers cultivating three major objectives:
(1) Incorporates several different teaching and learning styles, thereby providing a more inclusive learning format for a variety of learners.
(2) The model is structured by the professors, but led by the students and therefore fosters independent thinking and active learning.
(3) Encourages students to seek outside opinions without fear of being criticized.
(4) Fosters the distinction between Collaborative and Cooperative learning as an indispensable preliminary step when designing an operational collaborative learning and workplace environment!
The CORAL model is supported by State System of Higher Education Faculty Professional Development Council (FPDC) grant, Pedagogy for Engagement Grants (PEGs), State System of Higher Education Faculty Professional Development Grant and West Chester University Presidential Initiative Funding Grant.
- Communication, Language
- Group Processes
- Intergroup Relations
- Internet and Virtual Psychology
- Persuasion, Social Influence
Research Group or Laboratory:
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- Treadwell, T., Kumar, V. K., & Wright, J. (2008). Group cognitive behavioral model: Integrating cognitive behavioral with psychodramatic theory and techniques. In Scott Simon Fehr (Ed.), 101 Interventions In Group Therapy. New York: Hayworth Press.
- Treadwell, T. W., Dartnell, D., Travaglini, L. E., Staats, M., & Devinney, K. (2016). Group therapy workbook: Integrating cognitive behavioral therapy with psychodramatic theory and practice. Outskirts Press.
- Treadwell, T., Ashcraft, D., & Kumar, V. K. (2008). Collaborative online learning: A constructivist example. Journal of Online Learning and Teaching, 18(1), 37-47.
- Treadwell, T., & Ashcraft, D. M. (2005). A pedagogy for collaborative on-line research and learning: The CORAL model. National Society for Experiential Education Quarterly, 30(1), 10-17.
- Treadwell, T. W., Mittan, R., Leach, E. A., Kellar, H., & Lewis, R. (1998). Collaborative teaching and research over the Internet. Journal of Management Education, 22(4), 498-508.
- Treadwell, T. W., Reisch, E. E., Travaglini, L. E., & Kumar, V. K. (2011). The effectiveness of collaborative story building and telling in facilitating group cohesion in a college classroom setting. International Journal of Group Psychotherapy, 61(4), 502-517.
- Ashcraft, D., & Treadwell, T. (2008). The social psychology of on-line collaborative learning: The good, the bad, and the awkward. In Computer Supported Collaborative Learning: Best Practices and Principles for Instructors. Hershey, PA: Idea Group Publishing Co.
- Chamberlin, J. (2000, April). One psychology project, three states. Monitor on Psychology, 31(4), pp. 58-59.
- Treadwell, T., Ashcraft, D., Teeter, T., & Ritchie, K. (2006). Peer mentor roles in a collaborative on-line research and learning (CORAL) course. Compass: A Magazine for Peer Assistance, Mentorship and Coaching, 18(1), 37-47.
Department of Psychology
West Chester University
690 South Church Street Room 33
West Chester, Pennsylvania 19383
- Work: (610) 436-2723
- Mobile: (610) 324-3283
- Fax: (215) 898-1865