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Daniel Hitchcock, Ph.D.
Associate Professor, Psychology757.352.5010

Daniel Hitchcock, Ph.D.


Dr. Danny Hitchcock is originally from Colorado Springs, Colorado, and has lived in many places over his career, including New Jersey, Iowa, Pennsylvania, France and Switzerland. He earned his master?s and doctorate degrees from Rutgers University in New Jersey, studied in Switzerland at the University of Geneva and completed his undergraduate education at The Colorado College in Colorado Springs.

He is passionate about his faith in Jesus Christ and how faith plays an important role in human psychological functioning. Dr. Hitchcock’s joy is to see students connect the dots to see how psychology integrated with biblical wisdom can bring true understanding, insight, and healing in people’s lives.

Dr. Hitchcock is married and has three boys in college and one daughter in high school who he and his wife homeschool. Dr. Hitchcock loves fishing, singing, swimming, his ?64 VW and spending time with his family. The Hitchcocks live in Chesapeake, Virginia.


Hitchcock, D.F.A. (2018). The Common Thread in Kuyper, Kuhn, and Cognitive Psychology: Interpretive Frameworks. Pro Rege, 46, 14-23.
Hitchcock, D.F.A. (2018). Interpretive Frameworks: Schemata, Paradigms, and Worldviews, the Way(s) We Understand God’s Objective World. Manuscript under review.
Hitchcock, D.F.A. (2010, March). Review of the book Ex-gays? A Longitudinal Study of Religiously Mediated Change in Sexual Orientation, Downers Grove, IL: InterVarsity Press, 2007 by Stanton L. Jones and Mark A. Yarhouse. Pro Rege,38, 28-29.
Crossman, A. M, Sullivan, M.W., Hitchcock, D.F.A., & Lewis, M. (2009). When frustrations are repeated: Behavioral and emotional responses during extinction over time, Emotion, 9, 92-100.
Lewis, M., Hitchcock, D.F.A., & Sullivan, M.W. (2004). Physiological and emotional reactivity to learning and frustration. Infancy, 6, 121-143.
Hitchcock, D.F.A., & Rovee-Collier, C. (1996). The effect of repeated reactivations on memory specificity in infancy. Journal of Experimental Child Psychology, 62, 378-400.


  • Phi Beta Kappa Honor Society
  • Sigma Xi: The Scientific Research Honor Society
  • Psi Chi International Honor Society in Psychology


  • Association for Psychological Science


  • Biopsychology and Behavioral Neuroscience
  • Cognitive Psychology
  • History of Psychology and Worldview
  • Human Infancy


I teach with an integrated approach to promote psychology from a Christian perspective rather than being a professor who believes in Christ, but not connecting Christ into psychology. I try to help students see how to apply Christian insight to what they are learning in psychology. On the one hand, I want them to learn to discern between a biblical understanding of humans and the relativistic secular humanism and reductionism that underlies much of psychology today. On the other hand, I want them to see that even those taken captive by deception can, by God's common grace, provide some insight into the intricacies of God's creation and reveal some of His Truth to us.

I love to promote advances in both the pursuit of general knowledge (revealing God's Truth in creation) as well as the pursuit of God's special revelation in Jesus Christ. I desire to help students explore how the two interconnect as all truth comes from God. By teaching students to filter every aspect of their life and learning through a biblical world-view they are equipped with the insight to identify and reject counterfeit ideologies, and to identify and accept God's Truth as it is discovered in psychology. I believe this ideal for student learning promotes an approach that unifies both faith and learning in a way that can yield mature insight. My goal in teaching is to be used by God to help students develop this mature insight and after completing their college education bring Him glory by participating in meaningful service to His kingdom in the field of psychology.