2026-2027 Interns
Bailey Dow
Bailey Dow is a doctoral candidate in the School Psychology program at the University of South Carolina (USC). She completed her B.S. in Psychological and Brain Sciences at the University of California, Santa Barbara and her M.A. in Psychology at USC. Her research interests focus on promoting youth mental health through supportive relationships, particularly school-based mentoring relationships. Her dissertation examines the feasibility and acceptability of equipping mentors with brief, evidence-based strategies to address youth anxiety and strengthen wellbeing. In her free time, Bailey enjoys baking, going to the beach, and watching reality tv. Bailey will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Bailey Dow is a doctoral candidate in the School Psychology program at the University of South Carolina (USC). She completed her B.S. in Psychological and Brain Sciences at the University of California, Santa Barbara and her M.A. in Psychology at USC. Her research interests focus on promoting youth mental health through supportive relationships, particularly school-based mentoring relationships. Her dissertation examines the feasibility and acceptability of equipping mentors with brief, evidence-based strategies to address youth anxiety and strengthen wellbeing. In her free time, Bailey enjoys baking, going to the beach, and watching reality tv. Bailey will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Esther Lee
Esther Lee is a doctoral candidate in the School Psychology program at the University of Massachusetts, Amherst. After receiving a Bachelor of Science degree in Cognitive Psychology from the University of California, San Diego, she was an English teacher at an international school in Korea. Throughout these experiences, she developed a passion for creating safe learning environments for all students. Her research interests include: promoting equitable academic supports and interventions for culturally and linguistically diverse students, implementing culturally responsive practices for all Tier 1 curricula including SEL, and improving school-based problem-solving team practices. In her free time, she enjoys crocheting, playing with her cat, and trying new cuisine. Esther will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Esther Lee is a doctoral candidate in the School Psychology program at the University of Massachusetts, Amherst. After receiving a Bachelor of Science degree in Cognitive Psychology from the University of California, San Diego, she was an English teacher at an international school in Korea. Throughout these experiences, she developed a passion for creating safe learning environments for all students. Her research interests include: promoting equitable academic supports and interventions for culturally and linguistically diverse students, implementing culturally responsive practices for all Tier 1 curricula including SEL, and improving school-based problem-solving team practices. In her free time, she enjoys crocheting, playing with her cat, and trying new cuisine. Esther will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Jin Hyung Lim
Jin Hyung Lim is a Ph.D. candidate in the School Psychology Program at the University of California, Berkeley. He received his B.A. in Education and M.A. in Special Education from Seoul National University. Jin Hyung's research focuses on identifying risk and resilience factors that support the well-being of school members (e.g., students, families, teachers, and school leaders) from minoritized backgrounds. More specifically, he is interested in social and emotional learning (SEL) and multi-tiered systems of support (MTSS) as resources and systems that foster resilience among school members. Jin Hyung is also actively involved in research on school-based mental health services for Asian Americans, who have historically been marginalized from such services. Jin Hyung will complete his pre-doctoral internship at the University of California, Santa Barbara (UCSB) through the Santa Barbara Psychology Internship Consortium (SB-PIC).
Jin Hyung Lim is a Ph.D. candidate in the School Psychology Program at the University of California, Berkeley. He received his B.A. in Education and M.A. in Special Education from Seoul National University. Jin Hyung's research focuses on identifying risk and resilience factors that support the well-being of school members (e.g., students, families, teachers, and school leaders) from minoritized backgrounds. More specifically, he is interested in social and emotional learning (SEL) and multi-tiered systems of support (MTSS) as resources and systems that foster resilience among school members. Jin Hyung is also actively involved in research on school-based mental health services for Asian Americans, who have historically been marginalized from such services. Jin Hyung will complete his pre-doctoral internship at the University of California, Santa Barbara (UCSB) through the Santa Barbara Psychology Internship Consortium (SB-PIC).
Amber Reinke
Amber Reinke is a doctoral candidate in the School Psychology program at the University of California, Santa Barbara. After receiving a B.A. in Psychology from the University of California, Los Angeles, she worked as a K–12 educator, research coordinator, and high school softball coach. This fostered her passion for supporting students' academic, social-emotional, and mental health needs while shaping her research interests in school psychology. Amber's research focuses on early psychopathology, school-based interventions, and promoting positive outcomes for diverse student populations. More recently, her work has centered on the mental health and well-being of student-athletes. In her free time, she enjoys spending time with her family and watching sports. Amber will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Buellton Union School District.
Amber Reinke is a doctoral candidate in the School Psychology program at the University of California, Santa Barbara. After receiving a B.A. in Psychology from the University of California, Los Angeles, she worked as a K–12 educator, research coordinator, and high school softball coach. This fostered her passion for supporting students' academic, social-emotional, and mental health needs while shaping her research interests in school psychology. Amber's research focuses on early psychopathology, school-based interventions, and promoting positive outcomes for diverse student populations. More recently, her work has centered on the mental health and well-being of student-athletes. In her free time, she enjoys spending time with her family and watching sports. Amber will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Buellton Union School District.
Pauline Serrano
Pauline Serrano is a doctoral candidate in the School Psychology program at the University of California, Santa Barbara. She received her B.A. and M.A. in Psychology from California State University, Northridge, where she currently serves as a part-time faculty member. Her clinical training includes working with youth and families in clinic settings as well as Santa Barbara Unified School District. Her research examines how youth navigating adversity experience school mental health systems, with a focus on strengthening relationships, improving coordination of supports, and ensuring that assessment and intervention practices are responsive to students’ lived experiences. Pauline will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) at Harding University Partnership School and the University of California, Santa Barbara.
Pauline Serrano is a doctoral candidate in the School Psychology program at the University of California, Santa Barbara. She received her B.A. and M.A. in Psychology from California State University, Northridge, where she currently serves as a part-time faculty member. Her clinical training includes working with youth and families in clinic settings as well as Santa Barbara Unified School District. Her research examines how youth navigating adversity experience school mental health systems, with a focus on strengthening relationships, improving coordination of supports, and ensuring that assessment and intervention practices are responsive to students’ lived experiences. Pauline will complete her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) at Harding University Partnership School and the University of California, Santa Barbara.
Patrick Stanford-Galloway
Patrick Stanford-Galloway is a doctoral candidate in the School Psychology program at Texas A&M University. He received his B.S. in psychology with a minor in criminal justice at Sam Houston State University. He then obtained his Specialist in School Psychology (SSP) degree from Sam Houston State University. Patrick has worked over three years as a Nationally Certified School Psychologist (NCSP) in Texas. Patrick’s professional goals include advocating for evidenced-based alternative approaches to disciplinary practices in schools. His research interests include discipline disparities and psychosocial interventions for LGBTQ+ youth. Patrick will complete his predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara County Special Education Local Plan Area (SB-SELPA) location.
Patrick Stanford-Galloway is a doctoral candidate in the School Psychology program at Texas A&M University. He received his B.S. in psychology with a minor in criminal justice at Sam Houston State University. He then obtained his Specialist in School Psychology (SSP) degree from Sam Houston State University. Patrick has worked over three years as a Nationally Certified School Psychologist (NCSP) in Texas. Patrick’s professional goals include advocating for evidenced-based alternative approaches to disciplinary practices in schools. His research interests include discipline disparities and psychosocial interventions for LGBTQ+ youth. Patrick will complete his predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara County Special Education Local Plan Area (SB-SELPA) location.
Weihong Yuan
Weihong Yuan is a doctoral candidate in the School Psychology program at the University of Massachusetts Amherst. He completed his B.S. in Psychology through the joint Australian National University–Southwest University program. His research interests focus on school mental health prevention and early intervention, family–school partnership, and international practice and training in school psychology. His current work examines how families can partner more effectively with schools in social-emotional learning to support student well-being with cultural humility. In his free time, Weihong enjoys learning to cook both hometown dishes and new recipes. Weihong will complete his predoctoral internship training at Santa Maria-Bonita School District through the Santa Barbara School Psychology Internship Consortium (SB-PIC).
Weihong Yuan is a doctoral candidate in the School Psychology program at the University of Massachusetts Amherst. He completed his B.S. in Psychology through the joint Australian National University–Southwest University program. His research interests focus on school mental health prevention and early intervention, family–school partnership, and international practice and training in school psychology. His current work examines how families can partner more effectively with schools in social-emotional learning to support student well-being with cultural humility. In his free time, Weihong enjoys learning to cook both hometown dishes and new recipes. Weihong will complete his predoctoral internship training at Santa Maria-Bonita School District through the Santa Barbara School Psychology Internship Consortium (SB-PIC).
2025-2026 Interns
Amy Glubzinski
Amy Glubzinski is a doctoral candidate in the School Psychology program at the University of Cincinnati. She completed her Bachelor of Social Work at Concordia College, and Master of Social Work at the University of Pittsburgh. She was a clinical social worker with an emphasis in early childhood mental health and crisis counseling. Her professional goals center around providing effective Tier I and Tier II academic and social emotional learning to support the needs of all students. Her research interests include the use of preventative, class wide movement and mindfulness breaks to support student on task behavior and reduce student stress levels to promote student well-being. Amy completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara County Special Education Local Plan Area (SB-SELPA) location.
Amy Glubzinski is a doctoral candidate in the School Psychology program at the University of Cincinnati. She completed her Bachelor of Social Work at Concordia College, and Master of Social Work at the University of Pittsburgh. She was a clinical social worker with an emphasis in early childhood mental health and crisis counseling. Her professional goals center around providing effective Tier I and Tier II academic and social emotional learning to support the needs of all students. Her research interests include the use of preventative, class wide movement and mindfulness breaks to support student on task behavior and reduce student stress levels to promote student well-being. Amy completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara County Special Education Local Plan Area (SB-SELPA) location.
Shemiyah Holland
Shemiyah Holland is a doctoral candidate in the School Psychology at the University of California, Santa Barbara. She received her B.A. in Psychology from Claflin University and her M.A. in School Psychology from Bowie State University. After graduating from Bowie, she worked as a nationally certified school psychologist in Maryland schools. As a Project TEAMS fellow, she focuses on promoting mental health and equity among students. Her dissertation research uses a latent class analysis to explore the within-group differences among Black youth’s perceptions of school climate in California. Her research goal is to develop an intervention targeting macro, school climate-level change that can be implemented in schools to support Black youth. Shemiyah completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Harding University Partnership School and UC Santa Barbara.
Shemiyah Holland is a doctoral candidate in the School Psychology at the University of California, Santa Barbara. She received her B.A. in Psychology from Claflin University and her M.A. in School Psychology from Bowie State University. After graduating from Bowie, she worked as a nationally certified school psychologist in Maryland schools. As a Project TEAMS fellow, she focuses on promoting mental health and equity among students. Her dissertation research uses a latent class analysis to explore the within-group differences among Black youth’s perceptions of school climate in California. Her research goal is to develop an intervention targeting macro, school climate-level change that can be implemented in schools to support Black youth. Shemiyah completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Harding University Partnership School and UC Santa Barbara.
Lakhvir Kaur
Lakhvir Kaur is a doctoral candidate in the School Psychology program with additional emphasis in Quantitative Methods in Social Sciences at the University of California, Santa Barbara. She received a B.A. degree in Psychology from California State University, Bakersfield. She also attended California State University, San Bernardino and received her Education Specialist (Ed.S) degree and School Psychology credential. As a Project TEAMS fellow, her research focuses on the intersection of cultural responsiveness and educational equity. She is interested in promoting student and family engagement and creating inclusive learning environments by advancing school climate research and culturally responsive strategies. Lakhvir completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Harding University Partnership School and UC Santa Barbara.
Lakhvir Kaur is a doctoral candidate in the School Psychology program with additional emphasis in Quantitative Methods in Social Sciences at the University of California, Santa Barbara. She received a B.A. degree in Psychology from California State University, Bakersfield. She also attended California State University, San Bernardino and received her Education Specialist (Ed.S) degree and School Psychology credential. As a Project TEAMS fellow, her research focuses on the intersection of cultural responsiveness and educational equity. She is interested in promoting student and family engagement and creating inclusive learning environments by advancing school climate research and culturally responsive strategies. Lakhvir completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Harding University Partnership School and UC Santa Barbara.
Sarah Panameño
Sarah Panameño is a doctoral candidate in the School Psychology program at the University of California, Riverside. She completed a Bachelor of Science degree in Psychology from UCR as well. Her research interests include implementation science in educational settings, with a particular emphasis on improving school-based problem-solving team practices and promoting equitable academic supports and interventions for historically minoritized groups including racially and ethnically diverse and emerging bilingual students. In her free time, she enjoys attending trivia nights with my friends, watching movies, and playing music. Sarah completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Sarah Panameño is a doctoral candidate in the School Psychology program at the University of California, Riverside. She completed a Bachelor of Science degree in Psychology from UCR as well. Her research interests include implementation science in educational settings, with a particular emphasis on improving school-based problem-solving team practices and promoting equitable academic supports and interventions for historically minoritized groups including racially and ethnically diverse and emerging bilingual students. In her free time, she enjoys attending trivia nights with my friends, watching movies, and playing music. Sarah completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Emanuel Perez
Emanuel Perez is a doctoral candidate in the School Psychology program at the University of California, Santa Barbara. He received a Bachelors degree in Psychology and an ADP minor from the University of California, Los Angeles. His clinical training includes providing mental health care in English and Spanish to preschoolers, school-age youth. His personal and professional goals center around strengthening school, community, and family partnerships to support children's learning. His research examines how schools and communities serve as protective factors for children's school readiness. He is particularly interested in supporting children's school readiness by advancing parental engagement research to examine how schools and communities can collectively support families. Emanuel completed his predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Carpinteria Unified School District.
Emanuel Perez is a doctoral candidate in the School Psychology program at the University of California, Santa Barbara. He received a Bachelors degree in Psychology and an ADP minor from the University of California, Los Angeles. His clinical training includes providing mental health care in English and Spanish to preschoolers, school-age youth. His personal and professional goals center around strengthening school, community, and family partnerships to support children's learning. His research examines how schools and communities serve as protective factors for children's school readiness. He is particularly interested in supporting children's school readiness by advancing parental engagement research to examine how schools and communities can collectively support families. Emanuel completed his predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Carpinteria Unified School District.
2024-2025 Interns
Gianna Famolare
Gianna Famolare completed the doctoral School Psychology program at the University of Massachusetts Boston. She completed her B.S. in Psychology at Villanova University and her M.Ed. at the University of Massachusetts Boston. She has experience working in school and clinical settings providing group and individual counseling, behavioral consultation and psychological assessment. Gianna has a strong passion for improving access to mental health services to support the well-being of children and adolescents. Her dissertation research examines a teacher well-being intervention and its effects on teacher and student outcomes. Gianna completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara County SELPA office.
Gianna Famolare completed the doctoral School Psychology program at the University of Massachusetts Boston. She completed her B.S. in Psychology at Villanova University and her M.Ed. at the University of Massachusetts Boston. She has experience working in school and clinical settings providing group and individual counseling, behavioral consultation and psychological assessment. Gianna has a strong passion for improving access to mental health services to support the well-being of children and adolescents. Her dissertation research examines a teacher well-being intervention and its effects on teacher and student outcomes. Gianna completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara County SELPA office.
Sandra Guzmán
Sandra Guzmán is a bicultural Latina from the border of Texas and Chihuahua. She completed the doctoral School Psychology program at New Mexico State University. She has been a licensed school psychologist for 5 years and has practiced in Texas, New Mexico, and Colorado. Her clinical experience includes providing narrative and trauma-focused cognitive behavioral therapy to children and adolescents in residential treatment centers, acute psychiatric hospital setting, and public schools. Additionally, she is passionate about supporting Spanish-speaking children and their families through bilingual therapeutic services and special education assessments. Her dissertation research centers around identifying the risk factors that push Latinas in special education out of school and into the juvenile justice system. Sandra completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Sandra Guzmán is a bicultural Latina from the border of Texas and Chihuahua. She completed the doctoral School Psychology program at New Mexico State University. She has been a licensed school psychologist for 5 years and has practiced in Texas, New Mexico, and Colorado. Her clinical experience includes providing narrative and trauma-focused cognitive behavioral therapy to children and adolescents in residential treatment centers, acute psychiatric hospital setting, and public schools. Additionally, she is passionate about supporting Spanish-speaking children and their families through bilingual therapeutic services and special education assessments. Her dissertation research centers around identifying the risk factors that push Latinas in special education out of school and into the juvenile justice system. Sandra completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Alessandra Mittelstet
Alessandra Mittelstet completed the doctoral School Psychology program at the University of California, Santa Barbara (UCSB). She completed her Bachelor of Arts in Psychology at UCSB as well, and has been contributing to the development of mental health support for youth in the Santa Barbara community for a number of years. Her prior clinical experience has been in the K-12 school system providing therapeutic services in schools, providing assessments, and contributing to program development and evaluation. Her research interests include school climate development, school-based mental health, early intervention and prevention, anti-bullying, and the development of school psychology training. Her dissertation is a meta-analysis of research on the effect of grade retention as an academic intervention on students. Alessandra completed her predoctoral training as a School Psychology intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Orcutt Union School District.
Alessandra Mittelstet completed the doctoral School Psychology program at the University of California, Santa Barbara (UCSB). She completed her Bachelor of Arts in Psychology at UCSB as well, and has been contributing to the development of mental health support for youth in the Santa Barbara community for a number of years. Her prior clinical experience has been in the K-12 school system providing therapeutic services in schools, providing assessments, and contributing to program development and evaluation. Her research interests include school climate development, school-based mental health, early intervention and prevention, anti-bullying, and the development of school psychology training. Her dissertation is a meta-analysis of research on the effect of grade retention as an academic intervention on students. Alessandra completed her predoctoral training as a School Psychology intern at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Orcutt Union School District.
Kerstin Schnopp Donati
Kerstin Schnopp Donati completed the doctoral School Psychology program at the University of Massachusetts Amherst (UMA). She completed her Bachelor of Science in Psychology at UMA. Her clinical training includes working with children, adolescents, and their families to provide comprehensive mental health care. Kerstin’s personal and professional goals center around enhancing student competencies related to social-emotional learning. She has a strong passion for improving school connectedness for culturally and linguistically diverse students to optimize outcomes. Her research is centered around self-awareness, behavioral support and relational skill strategies that will bolster teachers' self-efficacy in culturally responsive classroom management and relationships strategies in a way that is equitable for all students. Kerstin completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara Unified School District.
Kerstin Schnopp Donati completed the doctoral School Psychology program at the University of Massachusetts Amherst (UMA). She completed her Bachelor of Science in Psychology at UMA. Her clinical training includes working with children, adolescents, and their families to provide comprehensive mental health care. Kerstin’s personal and professional goals center around enhancing student competencies related to social-emotional learning. She has a strong passion for improving school connectedness for culturally and linguistically diverse students to optimize outcomes. Her research is centered around self-awareness, behavioral support and relational skill strategies that will bolster teachers' self-efficacy in culturally responsive classroom management and relationships strategies in a way that is equitable for all students. Kerstin completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Santa Barbara Unified School District.
Danielle Zahn
Danielle Zahn completed the doctoral School Psychology program at the University of California, Riverside. She completed her M.A. in Education with a concentration in School Psychology at the University of California, Riverside, and earned her B.A. in Psychology from Chapman University. Danielle’s research interests consist of a variety of topics including social-emotional learning programming, data-based decision-making, intervention implementation, and physical activity-based interventions. A particular interest of hers involves the development and implementation of a physical activity-based social-emotional learning program with K-12 populations. Danielle’s practicum experiences include the provision of direct and indirect services in public schools. Her clinical training also includes providing individual therapy to children, adolescents, and young adults, and conducting comprehensive assessments for autism spectrum disorder and intellectual developmental disorder. Danielle completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Carpinteria Unified School District.
Danielle Zahn completed the doctoral School Psychology program at the University of California, Riverside. She completed her M.A. in Education with a concentration in School Psychology at the University of California, Riverside, and earned her B.A. in Psychology from Chapman University. Danielle’s research interests consist of a variety of topics including social-emotional learning programming, data-based decision-making, intervention implementation, and physical activity-based interventions. A particular interest of hers involves the development and implementation of a physical activity-based social-emotional learning program with K-12 populations. Danielle’s practicum experiences include the provision of direct and indirect services in public schools. Her clinical training also includes providing individual therapy to children, adolescents, and young adults, and conducting comprehensive assessments for autism spectrum disorder and intellectual developmental disorder. Danielle completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Carpinteria Unified School District.
2023-2024 Interns
Gabrielle Esposito
Gabrielle Esposito completed the doctoral 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 completed her predoctoral training at the Santa Barbara School Psychology Internship Consortium (SB-PIC) in the Lompoc Unified School District.
Gabrielle Esposito completed the doctoral 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 completed 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 completed the doctoral 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 completed 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 completed the doctoral 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 completed 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.