78613 Faculty Detail -Cornelia Pinnell: Phoenix - Argosy University
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  • Arizona School of Professional Psychology at Argosy University

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Cornelia Pinnell

Professor

Office

602-216-3119
cpinnell@argosy.edu

Education

  • Ph.D. in Clinical Psychology, Ohio University
  • M.A. in Clinical Psychology, Towson State University

Biography

Dr. Pinnell is a Professor in the Clinical Psychology program at Arizona School of Professional Psychology at Argosy University/Phoenix. She has had a full-time academic appointment in the Clinical Psychology Program at the Arizona School of Professional Psychology at Argosy University, Phoenix since 1998. She has a Master of Arts degree in Clinical Psychology from Towson State University and a Ph.D. degree in Clinical Psychology from Ohio University. She completed her doctoral internship at Indiana University Medical Center in Indianapolis, Indiana. Prior to coming to the Arizona School of Professional Psychology, Dr. Pinnell was a Project Manager for a multi-site study funded by the National Institutes of Health at Ohio University. She taught undergraduate psychology courses at Ohio University campuses and at several prisons in Ohio. Dr. Pinnell provided clinical services in an underserved Ohio rural community and in West Virginia. Current research interests include the clinical applications of hypnosis and mindfulness, holistic approaches to health and healing,and positive psychology. Recent courses taught at Argosy University include Adult Psychopathology, Person Centered and Experiential Theory and Therapy, Hypnotherapy, Advanced Cognitive Behavioral Psychotherapy, Advanced Experiential and Humanistic Existential Therapy, and Practicum Seminars I/II & III/IV. Dr. Pinnell maintains a generalist private practice, providing individual and couple therapy in Glendale and Carefree, Arizona.

Expertise

  • Humanistic-existential and experiential therapies
  • Mindfulness & hypnosis - Clinical applications
  • Stress management

Selected Publications

  • Lynn, S. J., Neufeld, V., & Maré, C. (1993). Direct versus indirect suggestions; a conceptual and methodological review. International Journal of Clinical and Experimental Hypnosis, 41 (2), 124- 152.
  • Covino, N. A., & Pinnell, C. M. (2010). Hypnosis and medicine. In Handbook of Clinical Hypnosis (2nd ed.), Steven Jay Lynn, Judith W. Rhue, and Irving Kirsch (Eds.). Washington, DC: APA.
  • French, D. J., Holroyd, K. A., Pinnell, C., Malinoski, P. T., O'Donnell, F., & Hill, K. R. (2000). Perceived self-efficacy and headache related disability. Headache, 40 (8): 647-656.
  • Levitt, E., & Pinnell, Maré, C. (1995). Some additional light on the childhood sexual abuse- psychopathology axis. International Journal of Clinical and Experimental Hypnosis, 43 (2), 145-162.
  • Lynn, S. J., Maré, C., Kvaal, S., Segal, D., & Sivec, H. (1994). The hidden observer, hypnotic dreams, and age regression: Clinical implications. American Journal of Clinical Hypnosis, 37 (2), 130-142.
  • Lynn, S. J., Rhue, J. W., Maré, C., & Kvaal, S. (1993). The treatment of anorexia nervosa: A hypnosuggestive framework. Contemporary Hypnosis, 10 (2), 73-80.
  • Maré, C., Lynn, S. J., Kvaal, S., Segal, D., & Sivec, H. (1994). Hypnosis and the dream hidden observer: Primary process and demand characteristics. Journal of Abnormal Psychology,103 (2), 316-327.
  • Pinnell, C. M., & Covino, N. A. (2000). Empirical findings on the use of hypnosis in medicine: A critical review. International Journal of Clinical and Experimental Hypnosis, 48 (2), 170-194.
  • Pinnell, C. M., Lynn, S. J., & Pinnell, J. P. (1998). Primary process, hypnotic dreams, and the hidden observer: Hypnosis versus alert imagination. International Journal of Clinical and Experimental Hypnosis, 46 (4), 351-362.

Memberships

  • American Psychological Association

Presentations

  • Baca, L., Lewis, D., & Pinnell, C. (2003, October). Teaching cultural competency in graduate education: A roundtable discussion. Argosy University Academic Conference, Washington D.C.
  • Baca, L., & Pinnell, C. (2000, March). Infusing standard graduate curricula with traditional knowledge from various cultures. Problem-solving session at the American Association for Higher Education (AAHE) National Conference on Higher Education, Anaheim, CA.
  • Baca, L., & Pinnell, C. (2000, April). Infusing indigenous philosophy of life and healing into standard psychology curricula. Problem-solving session at the RETAIN 2000 Conference, Prince George, British Columbia.
  • Baca, L., & Pinnell, C. (2001, April). The circle as a vehicle for personal and professional development of mindbody health for students and their mentors. Round Table discussion at the RETAIN 2001 Conference, Norman, Oklahoma.
  • Barnard, J., White, J., Pinnell, C. (2002, October). Impulsive spending and stress. Poster presentation at the AzPA 2002 Annual Convention, Tucson, AZ.