2023-2024 Interns
Gabrielle Esposito
Gabrielle Esposito is a doctoral candidate in the School Psychology program at the University of Massachusetts Amherst. She completed her Bachelor of Arts in Psychology at the University of Kentucky. Gabrielle has experience working in public schools within inclusion and therapeutic settings and has a strong passion for advocating for children and their families. Her clinical training includes working with young adults and applying cognitive behavioral therapy techniques. Gabrielle’s research interest centers around school-based mental health and integrating clinical and school psychology. Her dissertation research targets the evidence-based practice of a check-in/check-out intervention for middle school aged students at-risk for problematic internalizing behaviors. She hopes her research supporting students' emotional self-awareness can help students better use coping strategies when feeling distressed. Gabrielle will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Gabrielle Esposito is a doctoral candidate in the School Psychology program at the University of Massachusetts Amherst. She completed her Bachelor of Arts in Psychology at the University of Kentucky. Gabrielle has experience working in public schools within inclusion and therapeutic settings and has a strong passion for advocating for children and their families. Her clinical training includes working with young adults and applying cognitive behavioral therapy techniques. Gabrielle’s research interest centers around school-based mental health and integrating clinical and school psychology. Her dissertation research targets the evidence-based practice of a check-in/check-out intervention for middle school aged students at-risk for problematic internalizing behaviors. She hopes her research supporting students' emotional self-awareness can help students better use coping strategies when feeling distressed. Gabrielle will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Hee Kyung Park
Hee Kyung Park is a doctoral candidate in the School Psychology program at the University of Massachusetts Amherst. She completed Ed.M. in Prevention Science and Practice at the Harvard Graduate School of Education, and also received M.A. in International Educational Development from Columbia University. Her research focuses on the development, implementation, assessment, and progress monitoring of culturally responsive social-emotional learning interventions within the multi-tiered systems of support (MTSS). She is also passionate about increasing access to mental health services through adapting evidence-based interventions into culturally responsive, fun, and creative tools for students, teachers, and families to use. Her clinical experience includes providing cognitive behavioral therapy for children with anxiety-related disorders. Hee Kyung will complete her predoctoral training as a School Psychology intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Orcutt Union School District.
Hee Kyung Park is a doctoral candidate in the School Psychology program at the University of Massachusetts Amherst. She completed Ed.M. in Prevention Science and Practice at the Harvard Graduate School of Education, and also received M.A. in International Educational Development from Columbia University. Her research focuses on the development, implementation, assessment, and progress monitoring of culturally responsive social-emotional learning interventions within the multi-tiered systems of support (MTSS). She is also passionate about increasing access to mental health services through adapting evidence-based interventions into culturally responsive, fun, and creative tools for students, teachers, and families to use. Her clinical experience includes providing cognitive behavioral therapy for children with anxiety-related disorders. Hee Kyung will complete her predoctoral training as a School Psychology intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Orcutt Union School District.
2022-2023 Interns
Monica Romero
Monica Romero completed the School Psychology program at the University of Missouri, Columbia. She completed her M.A. in School Psychology in 2020 from the University of Missouri and her B.A. in Psychology and Sociology in 2018 from the University of California, Santa Barbara. Monica’s research centers around culturally and linguistically responsive multi-tiered systems of support and academic interventions. Specifically, she’s interested in examining the effects of peer-mediated learning strategies and home language exposure on the language and literacy outcomes in students who are Emergent Bilinguals and Newcomers. Her experience includes system-level consultation, small group academic interventions, and social-emotional learning groups. She has a strong passion for improving the academic outcomes and social-emotional learning of Emergent Bilinguals and Newcomers and advocating at the local and national level. Monica completed her predoctoral training as a School Psychology Intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara Unified School District.
Monica Romero completed the School Psychology program at the University of Missouri, Columbia. She completed her M.A. in School Psychology in 2020 from the University of Missouri and her B.A. in Psychology and Sociology in 2018 from the University of California, Santa Barbara. Monica’s research centers around culturally and linguistically responsive multi-tiered systems of support and academic interventions. Specifically, she’s interested in examining the effects of peer-mediated learning strategies and home language exposure on the language and literacy outcomes in students who are Emergent Bilinguals and Newcomers. Her experience includes system-level consultation, small group academic interventions, and social-emotional learning groups. She has a strong passion for improving the academic outcomes and social-emotional learning of Emergent Bilinguals and Newcomers and advocating at the local and national level. Monica completed her predoctoral training as a School Psychology Intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara Unified School District.
Tamara Starling
Tamara Starling completed the School Psychology program at Texas Woman’s University. She completed her Bachelor of Science in Psychology at Texas Woman’s University. Tamara’s research has centered on the academic experiences of Black students at the college level. She explores the influence that social emotional learning programs (SEL) have on the coping abilities and academic self-efficacy of Black students. Her experiences include establishing and co-facilitating a support group on her university campus for Black undergraduate and graduate students and working with a community partner to establish and co-facilitate a SEL curriculum for Black youth aged 14-19. Her clinical training includes neuropsychological assessment of children and adults with learning, behavioral, and social-emotional disorders, as well as visual impairments or blindness. Tamara completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc United School District.
Tamara Starling completed the School Psychology program at Texas Woman’s University. She completed her Bachelor of Science in Psychology at Texas Woman’s University. Tamara’s research has centered on the academic experiences of Black students at the college level. She explores the influence that social emotional learning programs (SEL) have on the coping abilities and academic self-efficacy of Black students. Her experiences include establishing and co-facilitating a support group on her university campus for Black undergraduate and graduate students and working with a community partner to establish and co-facilitate a SEL curriculum for Black youth aged 14-19. Her clinical training includes neuropsychological assessment of children and adults with learning, behavioral, and social-emotional disorders, as well as visual impairments or blindness. Tamara completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc United School District.
Annisha Susilo
Annisha Susilo completed the school psychology program at the University of Massachusetts, Boston. She received her B.A. in psychology from the University of Melbourne and B.A. (Hons) from Monash University, Australia. Her dissertation research focuses on supporting middle school English Learners' vocabulary knowledge through providing virtual-afterschool explicit vocabulary lessons. Annisha is passionate about providing culturally responsive and equitable psychological services to all students, particularly English Learners. Annisha is bilingual in Bahasa Indonesia and English. She enjoys exploring culture through food and baking. Annisha completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
Annisha Susilo completed the school psychology program at the University of Massachusetts, Boston. She received her B.A. in psychology from the University of Melbourne and B.A. (Hons) from Monash University, Australia. Her dissertation research focuses on supporting middle school English Learners' vocabulary knowledge through providing virtual-afterschool explicit vocabulary lessons. Annisha is passionate about providing culturally responsive and equitable psychological services to all students, particularly English Learners. Annisha is bilingual in Bahasa Indonesia and English. She enjoys exploring culture through food and baking. Annisha completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
Anna Whitehouse
Anna Whitehouse completed the School Psychology doctoral program at University of Massachusetts Boston. She completed her M.Ed. in School Psychology in 2020 from the University of Massachusetts Boston and her B.S. in Psychology in 2017 from Santa Clara University. Her research interests consist of a variety of topics, including psychometric evaluation of social-emotional and behavioral measures, social-emotional development in school settings and after-school programs, and equitable practices within public school systems. Anna has experience working in urban public schools within inclusion and therapeutic settings and she is committed to promoting equitable school practices through collaborative scholarly research and dissemination of evidence-based practices. Anna completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria Joint Union High School District.
Anna Whitehouse completed the School Psychology doctoral program at University of Massachusetts Boston. She completed her M.Ed. in School Psychology in 2020 from the University of Massachusetts Boston and her B.S. in Psychology in 2017 from Santa Clara University. Her research interests consist of a variety of topics, including psychometric evaluation of social-emotional and behavioral measures, social-emotional development in school settings and after-school programs, and equitable practices within public school systems. Anna has experience working in urban public schools within inclusion and therapeutic settings and she is committed to promoting equitable school practices through collaborative scholarly research and dissemination of evidence-based practices. Anna completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria Joint Union High School District.
2021-2022 Interns
Monica Galindo
Mónica Ivette Galindo-Hinojosa is completing the School Psychology doctoral program at Texas Woman’s University. She completed her M.S. in Kinesiology with an emphasis in Sport Psychology and earned her B.A. in Psychology at the University of North Texas. Having served the last 15 years in bilingual and special education, her current research work is focused on perceived self-efficacy and teacher job satisfaction. Specifically, she's interested in examining the effect of positive psychology practices as protective and resilience factors. Her experience includes social skills group therapy for children, classroom behavior management, small group academic intervention, as well as teacher training and support. Her clinical training includes neuropsychological assessment of children with learning, behavioral, social-emotional and other low incidence neurogenetic disorders. Monica completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Ynez Valley Special Education Consortium.
Mónica Ivette Galindo-Hinojosa is completing the School Psychology doctoral program at Texas Woman’s University. She completed her M.S. in Kinesiology with an emphasis in Sport Psychology and earned her B.A. in Psychology at the University of North Texas. Having served the last 15 years in bilingual and special education, her current research work is focused on perceived self-efficacy and teacher job satisfaction. Specifically, she's interested in examining the effect of positive psychology practices as protective and resilience factors. Her experience includes social skills group therapy for children, classroom behavior management, small group academic intervention, as well as teacher training and support. Her clinical training includes neuropsychological assessment of children with learning, behavioral, social-emotional and other low incidence neurogenetic disorders. Monica completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Ynez Valley Special Education Consortium.
Emily Hattouni
Emily Hattouni completed the School Psychology program at the University of Montana. She earned her M.A. in School Psychology in 2019 from the University of Montana and her B.S. in Psychology in 2017 from the University of South Dakota. Emily’s research has centered around how mindfulness may promote cognitive flexibility and reduce burnout among teachers and school psychologists. Emily’s practicum experiences in the Missoula, MT area included schools in rural towns and on a Native reservation. She also worked for a children’s hospital conducting psychological evaluations and a university crisis advocacy clinic. Emily is dedicated to expanding access to mental health services. Emily completed her doctoral training as a School Psychology Intern at Guadalupe School District through the Santa Barbara School Psychology Internship Consortium.
Emily Hattouni completed the School Psychology program at the University of Montana. She earned her M.A. in School Psychology in 2019 from the University of Montana and her B.S. in Psychology in 2017 from the University of South Dakota. Emily’s research has centered around how mindfulness may promote cognitive flexibility and reduce burnout among teachers and school psychologists. Emily’s practicum experiences in the Missoula, MT area included schools in rural towns and on a Native reservation. She also worked for a children’s hospital conducting psychological evaluations and a university crisis advocacy clinic. Emily is dedicated to expanding access to mental health services. Emily completed her doctoral training as a School Psychology Intern at Guadalupe School District through the Santa Barbara School Psychology Internship Consortium.
Barbara Katic
Barbara Katic completed the school psychology program at the University of California, Riverside. She completed her B.A. in Psychology at the University of Calgary and M.S. in Counseling and Guidance from California State Uinversity, San Bernadino. Barbara's main area of interest is in improving access to evidence-based mental health services for students in K-12 school settings. Her dissertation focuses on the implementation of a cognitive-behavioral intervention for adolescents with aggressive behavior, while using a culturally responsive lens. Additionally, she has experience with teaching and implementing restorative justice practices in schools. She enjoys yoga, hiking, and attending hockey games. Barbara completed her predoctoral training as a school psychology intern at the Santa Barbara Psychology Internship Consortium (SB-PIC) and working in the Santa Barbara County SELPA office.
Barbara Katic completed the school psychology program at the University of California, Riverside. She completed her B.A. in Psychology at the University of Calgary and M.S. in Counseling and Guidance from California State Uinversity, San Bernadino. Barbara's main area of interest is in improving access to evidence-based mental health services for students in K-12 school settings. Her dissertation focuses on the implementation of a cognitive-behavioral intervention for adolescents with aggressive behavior, while using a culturally responsive lens. Additionally, she has experience with teaching and implementing restorative justice practices in schools. She enjoys yoga, hiking, and attending hockey games. Barbara completed her predoctoral training as a school psychology intern at the Santa Barbara Psychology Internship Consortium (SB-PIC) and working in the Santa Barbara County SELPA office.
Emma Pierini
Emma Pierini completed the School Psychology at the University of Kansas. She received her B.A. in Sociology from UCSB. Her current interests are the implementation and effectiveness of RTI in improving student academic outcomes, psychoeducational testing, and teacher consultation. A particular interest of hers is bridging the school-home gap and increasing parent involvement in their childrens’ schooling experience. In the past her research interests have focused on studying general anxiety in children and adolescents as well as test anxiety among college student populations. Emma completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
Emma Pierini completed the School Psychology at the University of Kansas. She received her B.A. in Sociology from UCSB. Her current interests are the implementation and effectiveness of RTI in improving student academic outcomes, psychoeducational testing, and teacher consultation. A particular interest of hers is bridging the school-home gap and increasing parent involvement in their childrens’ schooling experience. In the past her research interests have focused on studying general anxiety in children and adolescents as well as test anxiety among college student populations. Emma completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
Nicholas Scheel
Nicholas Scheel completed the School Psychology Doctoral program at the University of South Florida (USF). He completed his M.A. in School Psychology at USF in 2018, and B.S. in Psychology from the University of Wisconsin-Green Bay in 2014. Nicholas' research focuses on systems change to enhance behavioral and mental health services in regard to crisis prevention and response within schools. His current research focuses on the implementation of positive behavioral interventions and supports and their impact on student perceptions of safety within the school setting. Nicholas has a strong passion for improving the well-being of all students and shaping educational systems to be more preventative, responsive, and supportive. He completed his predoctoral training as a School Psychology Intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Nicholas Scheel completed the School Psychology Doctoral program at the University of South Florida (USF). He completed his M.A. in School Psychology at USF in 2018, and B.S. in Psychology from the University of Wisconsin-Green Bay in 2014. Nicholas' research focuses on systems change to enhance behavioral and mental health services in regard to crisis prevention and response within schools. His current research focuses on the implementation of positive behavioral interventions and supports and their impact on student perceptions of safety within the school setting. Nicholas has a strong passion for improving the well-being of all students and shaping educational systems to be more preventative, responsive, and supportive. He completed his predoctoral training as a School Psychology Intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Luisana Suchilt
Luisana Suchilt completed the School Psychology at the University of California, Riverside. She received her B.A. in Psychology and minor in Applied Developmental Psychology from UCLA. Her current interests are focused on school-based counseling and implementing social-emotional learning interventions to improve mental-health and academic outcomes in students. She is particularly interested in working with minoritized children and their families. Her past work has revolved around improving academic outcomes in students who are in special education and are also English Language Learners. Luisana completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
Luisana Suchilt completed the School Psychology at the University of California, Riverside. She received her B.A. in Psychology and minor in Applied Developmental Psychology from UCLA. Her current interests are focused on school-based counseling and implementing social-emotional learning interventions to improve mental-health and academic outcomes in students. She is particularly interested in working with minoritized children and their families. Her past work has revolved around improving academic outcomes in students who are in special education and are also English Language Learners. Luisana completed her doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
2020-2021 Interns
Chun Chen
Chun Chen completed the Counseling, Clinical, and School Psychology Doctoral program with the School Psychology emphasis at the University of California Santa Barbara (UCSB). She completed her M.Ed. in Clinical Psychological Assessment at Vanderbilt University in 2017, and B.S. in Psychology from the University of Pittsburgh in 2015. Chun’s primary research interests focus on bullying and victimization, adolescents’ problematic Internet use behaviors, social-emotional learning competencies, and home-school collaboration. Chun is dedicated to serving underserved children and their families, particularly students from a racial/ethnic, gender or sexual minority background. Chun completed her predoctoral training as a School Psychology Intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Chun Chen completed the Counseling, Clinical, and School Psychology Doctoral program with the School Psychology emphasis at the University of California Santa Barbara (UCSB). She completed her M.Ed. in Clinical Psychological Assessment at Vanderbilt University in 2017, and B.S. in Psychology from the University of Pittsburgh in 2015. Chun’s primary research interests focus on bullying and victimization, adolescents’ problematic Internet use behaviors, social-emotional learning competencies, and home-school collaboration. Chun is dedicated to serving underserved children and their families, particularly students from a racial/ethnic, gender or sexual minority background. Chun completed her predoctoral training as a School Psychology Intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Paige Chamberlain
Paige Chamberlain completed the School Psychology program at Duquesne University in Pittsburgh, Pennsylvania. She completed her M.S.Ed. in Child Psychology at Duquesne University in 2018. Paige is completing her doctoral project on the effects of Tier II math instruction during its first year of implementation for a second grade cohort, which will be defended prior to internship. Paige’s practicum experience in the Pittsburgh area included urban, suburban, and rural public school settings, as well as a public charter school created for children with dyslexia. She is interested in specializing in assessment and intervention for early childhood and low-incidence populations. Paige completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Ynez Valley Consortium.
Paige Chamberlain completed the School Psychology program at Duquesne University in Pittsburgh, Pennsylvania. She completed her M.S.Ed. in Child Psychology at Duquesne University in 2018. Paige is completing her doctoral project on the effects of Tier II math instruction during its first year of implementation for a second grade cohort, which will be defended prior to internship. Paige’s practicum experience in the Pittsburgh area included urban, suburban, and rural public school settings, as well as a public charter school created for children with dyslexia. She is interested in specializing in assessment and intervention for early childhood and low-incidence populations. Paige completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Ynez Valley Consortium.
Laura Morizio
Laura J. Morizio completed the school psychology at the University of Massachusetts, Boston. She received her B.S. in psychology from Fordham University and also holds certificates in both user experience and interior design. Her dissertation focused on the development and implementation of an accessible, creatively-focused social-emotional intervention for urban students. In her free time, Laura enjoys dance, nature, film, and live music. Laura completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) working with the Santa Barbara County SELPA.
Laura J. Morizio completed the school psychology at the University of Massachusetts, Boston. She received her B.S. in psychology from Fordham University and also holds certificates in both user experience and interior design. Her dissertation focused on the development and implementation of an accessible, creatively-focused social-emotional intervention for urban students. In her free time, Laura enjoys dance, nature, film, and live music. Laura completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) working with the Santa Barbara County SELPA.
Marcel Trujillo
Marcel Ryan Trujillo completed the Combined School-Clinical Child Psychology program at Yeshiva University in New York. He has earned an M.S. in School Psychology from Yeshiva University, an M.A. in Forensic Psychology/Mental Health Counseling from John Jay College of Criminal Justice, and a B.A. in Psychology from New York University. His current research work is focused on measuring treatment delivery outcomes for middle school-aged students with ADHD. Specifically, he's interested in examining the effect of parental coaching in improving a child's executive functioning across settings. His clinical experience has included behavior management, organization skills training, and group therapy for children with selective mutism. He has experience in the neuropsychological assessment of ADHD, autism spectrum disorder, and learning disorders. Marcel completed his doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
Marcel Ryan Trujillo completed the Combined School-Clinical Child Psychology program at Yeshiva University in New York. He has earned an M.S. in School Psychology from Yeshiva University, an M.A. in Forensic Psychology/Mental Health Counseling from John Jay College of Criminal Justice, and a B.A. in Psychology from New York University. His current research work is focused on measuring treatment delivery outcomes for middle school-aged students with ADHD. Specifically, he's interested in examining the effect of parental coaching in improving a child's executive functioning across settings. His clinical experience has included behavior management, organization skills training, and group therapy for children with selective mutism. He has experience in the neuropsychological assessment of ADHD, autism spectrum disorder, and learning disorders. Marcel completed his doctoral training as an intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Maria-Bonita School District.
2019-2020 Interns
Christina Cortez
Christina Cortez completed the Clinical Psychology Doctoral program at Antioch University in Santa Barbara. She completed her M.A. in Clinical Psychology at Antioch University Santa Barbara in 2016, and B.A. in Psychology from Chapman University in 2014. Christina’s research foci encompasses a phenomenological investigation of the lived experiences and perceptions of immigrant parents who have special needs children to identify themes with the aim of supporting this population. Being multiculturally sensitive and bilingual, Christina is dedicated to serving Hispanic and immigrant populations, specifically children and families. Her clinical training includes Eye-Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused Cognitive Behavioral Therapy. Christina completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Family Service Agency and Santa Barbara Unified School District.
Christina Cortez completed the Clinical Psychology Doctoral program at Antioch University in Santa Barbara. She completed her M.A. in Clinical Psychology at Antioch University Santa Barbara in 2016, and B.A. in Psychology from Chapman University in 2014. Christina’s research foci encompasses a phenomenological investigation of the lived experiences and perceptions of immigrant parents who have special needs children to identify themes with the aim of supporting this population. Being multiculturally sensitive and bilingual, Christina is dedicated to serving Hispanic and immigrant populations, specifically children and families. Her clinical training includes Eye-Movement Desensitization and Reprocessing (EMDR) and Trauma-Focused Cognitive Behavioral Therapy. Christina completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Family Service Agency and Santa Barbara Unified School District.
Robert Santiago
Robert Santiago completed the School Psychology program at the University of Massachusetts-Amherst. He received his B.S. in Psychology of Children and Youth at Eastern Connecticut State University in 2011, and completed his M.Ed. in School Psychology at the University of Massachusetts-Amherst in 2017. His research interests include mental health and social-emotional development of students from marginalized populations – particularly students within ethnic/racial and sexual minorities – as well as the establishment and maintenance of relationships between schools, communities, and families of diverse populations. Robert's dissertation proposal involves culturally adapting a LGBTQ+ youth-based peer counseling program for LGBTQ+ Latinx youths. Robert completed his doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Carpinteria Unified School District.
Robert Santiago completed the School Psychology program at the University of Massachusetts-Amherst. He received his B.S. in Psychology of Children and Youth at Eastern Connecticut State University in 2011, and completed his M.Ed. in School Psychology at the University of Massachusetts-Amherst in 2017. His research interests include mental health and social-emotional development of students from marginalized populations – particularly students within ethnic/racial and sexual minorities – as well as the establishment and maintenance of relationships between schools, communities, and families of diverse populations. Robert's dissertation proposal involves culturally adapting a LGBTQ+ youth-based peer counseling program for LGBTQ+ Latinx youths. Robert completed his doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Carpinteria Unified School District.
Richa Chopra
Richa Chopra completed the School Psychology program at San Diego State University (SDSU). She received my M.S. in Counseling from SDSU in 2018. Richa attended Cal State Long Beach for undergrad and received her B.A. in Psychology in 2014. Her master’s thesis investigated the effectiveness of an academic intervention -- Copy, Cover, Compare -- which was implemented with English Language Learners. Richa has extensive practicum and fieldwork in San Diego. Her strengths include comprehensive assessments for various disabilities and utilizing an ecosystemic approach to assessments, providing academic and social-behavioral interventions to students struggling with ASD, ADHD, and/or SLD, and consulting with teachers (i.e. Behavioral , Instructional , and/or Consultee Centered). Richa completed her training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Richa Chopra completed the School Psychology program at San Diego State University (SDSU). She received my M.S. in Counseling from SDSU in 2018. Richa attended Cal State Long Beach for undergrad and received her B.A. in Psychology in 2014. Her master’s thesis investigated the effectiveness of an academic intervention -- Copy, Cover, Compare -- which was implemented with English Language Learners. Richa has extensive practicum and fieldwork in San Diego. Her strengths include comprehensive assessments for various disabilities and utilizing an ecosystemic approach to assessments, providing academic and social-behavioral interventions to students struggling with ASD, ADHD, and/or SLD, and consulting with teachers (i.e. Behavioral , Instructional , and/or Consultee Centered). Richa completed her training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
2018-2019 Interns
Benjamin L. Cornell
Ben Cornell completed UC Riverside’s School Psychology program. He received his B.A. in Psychology from the University of Vermont in 2011 and completed his M.A. in Education at UC Riverside in 2017. Ben's research interests include the provisions of behavioral and academic interventions for students within a multi-tiered system of supports framework. Specifically, my master’s thesis investigated the associations between school-based recognitions for achievement and student self-concept. Currently, his dissertation research focused on an intervention study investigating the effects of a mindfulness breathing exercise on rates of academic engagement and off-task behaviors in a sample of general education students. Ben completed his doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Carpinteria Unified School District.
Ben Cornell completed UC Riverside’s School Psychology program. He received his B.A. in Psychology from the University of Vermont in 2011 and completed his M.A. in Education at UC Riverside in 2017. Ben's research interests include the provisions of behavioral and academic interventions for students within a multi-tiered system of supports framework. Specifically, my master’s thesis investigated the associations between school-based recognitions for achievement and student self-concept. Currently, his dissertation research focused on an intervention study investigating the effects of a mindfulness breathing exercise on rates of academic engagement and off-task behaviors in a sample of general education students. Ben completed his doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Carpinteria Unified School District.
Josefine Eriksson
Josefine Eriksson completed the School Psychology program at William James College, in Boston, Massachusetts. She is a Nationally Certified School Psychologist (NCSP) and a Board Certified Behavior Analyst (BCBA). Her practicum experiences included completing comprehensive neuropsychological assessments for children ages five through seventeen, as well as individual and family therapy at a private practice. Josefine is completed her doctoral project on the effects of Child Adult Relationship Enhancement (CARE) in the school setting, focusing on teacher’s perceptions of the trauma-informed training. She is interested in working with young children who are just starting to present with mental health needs, and helping their families to support them. Josefine completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Josefine Eriksson completed the School Psychology program at William James College, in Boston, Massachusetts. She is a Nationally Certified School Psychologist (NCSP) and a Board Certified Behavior Analyst (BCBA). Her practicum experiences included completing comprehensive neuropsychological assessments for children ages five through seventeen, as well as individual and family therapy at a private practice. Josefine is completed her doctoral project on the effects of Child Adult Relationship Enhancement (CARE) in the school setting, focusing on teacher’s perceptions of the trauma-informed training. She is interested in working with young children who are just starting to present with mental health needs, and helping their families to support them. Josefine completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Barbara Unified School District.
Guadalupe Guzman
Guadalupe (Lupe) Guzman completed the School Psychology program at the University of California - Riverside. She completed her bachelor’s degree in Psychology and her master’s degree in School Psychology at the University of California - Riverside. Her primary research foci as a graduate student focused on the study of psychometric properties of whole class reading screening assessments, the effects of self-monitoring on student reading performance, and the vocabulary maintenance of 7th grade students with learning disabilities. Her research interests also include working with students and schools to improve the reading skills of struggling learners, including students who are English Language Learners and students with disabilities. Lupe completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Maria Bonita School District.
Guadalupe (Lupe) Guzman completed the School Psychology program at the University of California - Riverside. She completed her bachelor’s degree in Psychology and her master’s degree in School Psychology at the University of California - Riverside. Her primary research foci as a graduate student focused on the study of psychometric properties of whole class reading screening assessments, the effects of self-monitoring on student reading performance, and the vocabulary maintenance of 7th grade students with learning disabilities. Her research interests also include working with students and schools to improve the reading skills of struggling learners, including students who are English Language Learners and students with disabilities. Lupe completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Maria Bonita School District.
María Reina Santiago Rosario
María Reina completed the school psychology program at the University of Massachusetts-Amherst. She is originally from Puerto Rico. Her research primarily focuses better understanding the racial discipline gap, as well as develop ways to support teachers in implementing culturally responsive classroom management. She recently received the National Association of School Psychology's 2018 Graduate Student Research Award for her dissertation on ways in which teachers’ perceptions of culturally responsive classroom management and behavioral expectation of students influence discipline outcomes of students from various backgrounds. Maria completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Ynez Valley Consortium.
María Reina completed the school psychology program at the University of Massachusetts-Amherst. She is originally from Puerto Rico. Her research primarily focuses better understanding the racial discipline gap, as well as develop ways to support teachers in implementing culturally responsive classroom management. She recently received the National Association of School Psychology's 2018 Graduate Student Research Award for her dissertation on ways in which teachers’ perceptions of culturally responsive classroom management and behavioral expectation of students influence discipline outcomes of students from various backgrounds. Maria completed her doctoral training as a School Psychology Intern at Santa Barbara School Psychology Internship Consortium (SB-PIC) and working with the Santa Ynez Valley Consortium.