School Psychology

Yusuf, Temi

Temi Yusuf is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Andy Garbacz. Before her graduate studies, she received dual bachelor’s degrees in psychology and Secondary Education from the University of Michigan. Temi’s research interests include family-school-community partnerships and developing culturally sensitive adaptations for interventions.

McConnell, Josh

Josh McConnell is a doctoral student in the School Psychology area within the Department of Educational Psychology. Josh received his BSc in Psychology with a minor in Philosophy from the University of Calgary. Prior to attending UW-Madison, Josh worked as a psychologist assistant at Springbank Psychology, a Canadian private practice specializing in neurodevelopmental-related clinical concerns. Josh’s research is focused on behavior management strategies, in addition to exploring ways to cater educational experiences for individual students with autism spectrum disorder, primarily using a strength-based approach.

Coleman, Neicy

Neicy Coleman is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received her BA in Psychology with a minor in Child Development from the University of Memphis. Her primary research interests include the development and implementation of trauma-informed interventions for adolescents in marginalized communities. Additionally, she is interested in adolescents within the juvenile justice system, family-school partnerships, and liberation psychology. Neicy is a member of the Resilience Education Program (REP) and the School Mental Health Collaborative (SMHC).

Barnett, Kierin

Kierin Barnett is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Katie Eklund. Kierin received her BA in Psychology and Sociology from UW-Madison. Prior to graduate school, Kierin worked as a Research Specialist studying prejudice reduction interventions for adults, parents, and children as well as interventions designed to facilitate positive intergroup relations among children. Her current research interests center on supporting student mental health in schools. Specifically, Kierin is interested in promoting positive outcomes for students with internalizing and externalizing concerns using culturally responsive, evidence-based interventions.