Faculty for the Department of Educational Psychology
Explores the intersection of psychology and culture through such topics as the psychological experience of immigration, ethnic conflicts and the impact of violence within communities, and the relationship between individual and collective identity. Is also interested in US-Mexico health, including addressing health disparities.
Examines ways that school psychologists can improve the academic, social-emotional, and behavioral outcomes for young children (i.e., preschool) from minoritized and marginalized backgrounds in early childhood settings. Dr. Albritton will be reviewing applications in anticipation of taking a student for Fall 2024.
Dr Bearman's research focuses on the effectiveness and implementation of empirically supported practices for common mental health concerns (anxiety, depression, PTSD, OCD, and disruptive behavior) in publicly-funded settings that serve historically underserved populations of children and families. Dr. Bearman will be reviewing applications in anticipation of taking a student for Fall 2024.
Interested in statistical models with a focus on deriving and evaluating multilevel model extensions and meta-analysis models for educational, behavioral, social and medical science data.
Research interests include mental health public policy, college student mental health and suicide prevention, collaborative care models of behavioral health in primary care, and the intersection of mental health and academic success.
Explores the student, and faculty facilitators' experience, of teaching about psychological trauma. Teaches clinical students and supports their training and ongoing development as counselors-in-training. Other research interests include: counseling andragogy, counseling effectiveness for psychological trauma and attachment trauma, cultural humility, grief and loss, and university student mental health.
Investigates issues of access and equity for disabled people, with a special focus on systems change, research translation, and assessment.
Studies the mindsets and behaviors that motivate learning, achievement and well-being; develops psychologically precise, scalable interventions to empower people, improving lives and societies.
Interests include the development and dissemination of computerized adaptive testing applications in educational and psychological testing and patient-reported outcome measurements.
Improving the accessibility and use of data and research to advance equitable policy and practice in education.
J. Mark Eddy's primary area of expertise is the development, refinement and rigorous testing of culturally informed multimodal preventive and clinical psychosocial interventions to improve physical and mental health outcomes for children and families. This work is done in collaboration with families and professionals from schools and other community-based service systems. Areas of interest include parent-child relationships; intimate partner relationships; family violence; parent management training; couples intervention; youth mentoring; early childhood education and family-based intervention; mothers and fathers involved with the juvenile justice or criminal justice systems and their families; children and families involved with the child welfare system; immigrant families; observational research; social interactional theory; coercion theory; cognitive behavioral therapy; longitudinal growth modeling; survival analysis; the development and refinement of effective communication processes between and among researchers, practitioners, and policymakers in order to provide children and families with the most effective preventive and clinical interventions; training and mentoring the next generation of implementation and prevention scientists. Dr. Eddy will be reviewing applications in anticipation of taking a student for Fall 2024.
Falbo uses both quantitative and qualitative methodologies to address problems in education and health. She is an internationally recognized expert on only children, including their academic, social, emotional, and health outcomes. Falbo is also an expert on conducting cross-cultural research and research aimed at improving the education of ethnic minorities in the U.S.
Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training. Jane Gray does not serve as a research mentor for students in the School Psychology nor Counseling Psychology programs.
Research interests focus on using Bayesian statistical methods to employ hierarchical linear modeling, specifically working with longitudinal and mediation data.
Statistical methods related to psychometrics, such as uni- and multi-dimensional item response theory, response time modeling, cognitively diagnostic assessment, and stochastic test design.
Quantitative methods for causal inference, experimental/quasi-experimental design and analysis, causal mediation analysis, clustered and/or longitudinal data analysis.
Focuses on identifying factors that hinder or promote the success of children and families from vulnerable and underserved populations.
Studies stress and coping as it relates to professionals in educational settings, health and wellness, and the identification of psychological resources that can help prevent stress.
Focuses on motivation and how individual beliefs and social-contextual factors influence students achievement and academic behaviors.
Supports the clinical training of MA/SSP students, teaches clinically-focused courses, provides supervision for students, and prepares students for MA/SPP internship. Jessica O'Bleness does not serve as a research mentor for students in the School Psychology program.
Focuses on the intersections of gender, sexuality, and behavioral health in topics of men's health, gender roles, and muscularity; conducts outreach with gender and sexual minority communities; development of mobile health interventions. Note: Dr. Parent is no longer taking new students.
Studies predictors of risk for mental health problems in early childhood.
Focuses on the efficacy of different kinds of sexuality education programs: teacher preparation for the sexuality education classroom, anddifferences between evidence-informed and evidence-based programs, and differences between teaching and facilitating within a sex-ed context.
Research focuses on men and traditional masculinity, with a particular emphasis on men's mental health, depression, help-seeking patterns, and their underutilization of counseling services. Note: Dr. Rochlen will not be taking new students for the 2024 academic year.
Dr. Erin Rodríguez studies family, sociocultural, and contextual influences on childrens development and health outcomes, with a focus on understanding and reducing health disparities affecting low-SES Latinx youth. Dr. Rodríguez will be reviewing applications in anticipation of taking a student for Fall 2024.
Investigates culturally and linguistically responsive interventions and assessments for emergent bilingual/multilingual learners. Dr. Romero will be reviewing applications in anticipation of taking a student for Fall 2024.
Studies how cultural beliefs and values shape parent-child relationships, parental socialization, and children's and adolescents' development and learning.
My principal methodological research interest deals with the various facets of model specification, including, but not limited to, model comparison/selection and model modification methods. With the use of simulation techniques, I examine the performance of these different model specification approaches under manipulated conditions. With the use of real data sets, I also provide illustrations and demonstrations of alternative model parameterizations for pedagogical purposes. There are numerous models that may be employed to explain the relationships among variables. I am interested in employing models within the structural equation modeling (SEM), multilevel modeling (MLM), and item response theory (IRT) arenas. My other research interest deals with real-world data applications with these various modeling techniques. This is, in large part, due to requests from applied researchers to help with the methodological aspects of their study given my knowledge in quantitative methods. I enjoy these opportunities to collaborate with researchers in different disciplines because real-world data issues provide me with methodological research ideas as well as interesting examples to use in my courses when I am teaching.
Studies the cognitive underpinnings of learning and instruction (memory & metacognition), integrated with social-psychological processes (motivation & mindset), in direct applications to classroom practices, online instruction, and self-regulated learning.