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The
U. C. Berkeley Ph.D. Program
in School Psychology |
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CORE FACULTY | ASSOCIATED FACULTY Complete list of Graduate School
of Education Faculty This page contains a list of the Core Faculty and Associated Faculty. The School Psychology program at Berkeley is unique in regards to its faculty and program structure. Unlike other programs where there is a large core school psychology faculty responsible for the teaching of all core courses and the research and professional supervision of all students in the program, the Berkeley program was designed to merge academic and research education with professional education and training by developing mergers of faculty expertise. Our students work both with an academic faculty counselor and with a school psychology program counselor. Core courses are taught by School of Education faculty who provide theoretical and scientific leadership in their own academic psychology areas. The regular faculty, both within the Graduate School of Education and the Department of Psychology, serve as important scientific role models in student development from both an academic and applied perspective. Our students may choose to study and conduct research with Berkeley professors in virtually any area of education or psychology. The access which the graduate students in our program have to these prominent scientists, both as course instructors and research advisors, is one of the strong features of our theory-driven program. The success of this model can be seen in the academic and professional achievements of our graduates. In addition there are three half-time professional clinical faculty (two school psychologists and one clinical psychologist) who teach the School Psychology seminars and supervise students on campus. The Berkeley program is designed to utilize community-based professionals for teaching and supervision in the program.
Frank C. Worrell directs the School Psychology program. He obtained his Ph.D. in Educational and School Psychology from the University of California, Berkeley in 1994, and served on the School Psychology faculty at Penn State from 1994 to 2003, where he taught courses on consultation and dropout prevention and was Coordinator of the Center for Educational Diagnosis and Remediation (CEDAR) Clinic. He returned to UC Berkeley in 2003. Dr. Worrell is licensed for private practice in Pennsylvania and certified for practice in the schools in California and Pennsylvania. Dr. Worrell's research interests include African-American Education, Prevention of School Failure, the Psychosocial Development of At-Risk and Academically Talented adolescents, Scale Development and Validation, and Teacher Effectiveness. Dr. Worrell has authored or co-authored over 40 articles and/or book chapters in his areas of research interest, as well as many evaluation reports. Dr. Worrell reviews articles for several journals and serves on the editorial boards of Gifted Dialoque, The Journal of Secondary Gifted Education, Roeper Review, and School Psychology Quarterly. He is currently in his final year of a three-year term (2002-2004) as Vice President for Education, Training, and Scientific Affairs for Division 16 (School Psychology) of the American Psychological Association (APA), and in his first year as a member of APA's Committee on Division/APA Relations (CODAPAR; 2004-2006). He is also a member of the Executive Board of the Research on Giftedness and Talent Special Interest Group (SIG) of the American Educational Research Association (AERA), and has served as Chairperson of the Research Focus on Education in the Caribbean and African SIG of AERA, and as Chair of Division 16's Committee on Ethnic Minority Affair
Carolyn Hartsough is the coordinator of the School Psychology Program. Her research interests include the mental health of school children, specifically longitudinal studies of Attention-Deficit Hyperactivity Disorder, as well as educational and psychological measurement and program evaluation. She has authored numerous evaluation instruments widely used by school psychologists, including the Children's Attention and Adjustment Survey. She maintains an active research and consultation practice, which provides students with the opportunity to observe and participate in a scientist-practitioner model of practice.
Susan Holloway is interested in families and young children in diverse societies. She has focused much of her research on the thoughts, values and expectations of parents, caregivers and teachers about the socialization and education of young children. Susan Holloway has also examined the effects of nonparental child care on young children's social development. Much of her work has been conducted in Japan and Mexico, and she also has contrasted ethnic groups within the United States. She was a Spencer Fellow of the National Academy of Education and a Fulbright Research Scholar in Kobe, Japan. Her most recent book is Contested Childhood: Diversity and Change in Japanese Preschools, published by Routledge (2000). She also co-authored the book Through My Own Eyes: Single Mothers and the Cultures of Poverty, published by Harvard University Press (1998). Other writings include "Family Selection of Child-Care Centers: The Influence of Ethnicity, Social Structure and Parental Practices," in Child Development (1997); and "Production and Reproduction of Culture: The Dynamic Role of Mothers and Children in Early Socialization," in D. Shwalb and B. Shwalb (eds.), Japanese Child Rearing: Two Generations of Scholarship (1996)
Kathryn Perry received her Ph.D. in Education from the University of California at Berkeley in 1999. Since receiving her degree, she has worked as a lecturer in the School of Education at UC Berkeley, where she teaches graduate courses such as The Assessment of Children and Educational Interventions, and serves a clinical supervisor for School Psychology student interns in field placements in public schools. Kathryn has also worked part-time as a school psychologist for the past five years. In 2002 Kathryn was awarded a National Academy of Education/Spencer Foundation Post-doctoral Fellowship for her research on the social context of early schooling and young children's school adjustment. More specifically, her research program focuses on examining whether the type of practices teachers use, and in particular how students perceive these practices, play a role in the development of academic, behavioral, and socio-emotional competencies.
Elliot Turiel teaches courses on human development and its relation to education. He currently holds the title of Chancellor's Professor and is pursuing research in the development of social judgments and action, the development of moral reasoning, children's conceptions of authority and rules in school settings, as well as culture and social development. He has been a Guggenheim Fellow and a National Institute of Mental Health Fellow. His most recent book is The Culture of Morality: Social Development, Context, and Conflict, from Cambridge University Press (2002). His many other publications include "The Development of Morality," in Handbook of Child Psychology (1998); "Notes from the Underground: Culture, Conflict, and Subversion," in Piaget, Evolution, and Development (1998); and "Dominance, Subordination, and Concepts of Personal Entitlement in Cultural Contexts," in Child Development (with C. Wainryb, 1994).
Gary Yabrove is a practicing school psychologist in the San Francisco Bay Area (Dublin Unified School District; Vallejo Unified School District), who has worked extensively with pre-school aged populations and has been committed to parent education. He models for students the use of consultation skills with both parents and teachers in a non-traditional school psychologist role. His interests include educational and psychological measurement, preventive practices in schools, the social construction of knowledge, and the development of moral reasoning in young children. Among his publications are "Preschoolers, Moral Actions and Emotions in Prisoner's Dilemma," in Developmental Psychology (with N. Haan, 1986); and "Moral Action of Four-Year-Olds," in On Moral Grounds: The Search for Practical Morality (1985). ASSOCIATED
FACULTY |
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