Mental health screenings are a valuable tool for identifying students who need additional support, but they are only the first step in effectively addressing youth mental health in schools, a School of Education faculty member …
Renzo Albertoni is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. He graduated from Connecticut College where he received his BA in Sociology with a minor in Human Development. While completing his undergraduate degree, he worked as a teaching assistant at the Child Development Lab School, served on the executive board for The Hidden Opponent, and played on the men’s NCAA soccer team. He is a U.S. Department of Education OSEP Scholar and is currently on the RtI Training Grant. Renzo is interested in neurodevelopmental disorders and early identification/intervention.
Monica is a Nationally Certified School Psychologist (Bilingual) who received her Master’s of Education (MEd) and Educational Specialist Degree (EdS) from National Louis University in Skokie, IL. She is currently a School Psychology PhD student and Project STARS Fellow being advised by Dr. Dave Klingbeil. Prior to joining UW–Madison, Monica practiced as a school psychologist for 6 years, including her internship. In her practice, Monica developed an interest in consultation and the use of data in making decisions to promote equity for diverse learners. Monica’s research interests include MTSS and program evaluation of Bilingual programming in the Midwest.
Anabell Ramos is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Jennifer Asmus. She earned her BA in Psychology and Human Development from California State University–San Bernardino and conducted research through the Undergraduate Research Training Initiative for Student Enhancement (NIH-funded). Her research interest is focused on examining effective methods to address social skill deficits in students with Autism Spectrum Disorder (ASD) through Social Skills Training and promoting family engagement in school settings. Prior to starting the program, she worked in an occupational therapist clinic for children with ASD.
Sophia is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Andy Garbacz. She received her BS in Educational and Human sciences from the University of Nebraska-Lincoln. Prior to joining UW–Madison, Sophia worked as an early childhood research associate at the Nebraska Center for Research on Children, Youth, Families and Schools. Her current research interests are focused on early childhood mental health prevention and intervention as well as building equitable family-school partnerships within communities. She is passionate about raising community voices and building protective factors in young children.
Angelos Ntais is a doctoral student in the School Psychology area within the Department of Educational Psychology at UW–Madison and is advised by Dr. David Klingbeil. Originally from Greece, Angelos holds a BA in Secondary Education from the Aristotle University of Thessaloniki and a MSc in Educational Neuroscience. Angelos has worked as a Greek Language teacher in Greece, and as a high school music teacher in the US. His research interests are focused on academic assessment and intervention. He is particularly interested in universal screening procedures and intervention within a Response to Intervention model, and cultural adaptation of academic interventions.
Temma Levis is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Katie Eklund. Temma received a BS in Psychology with a minor in Education from Haverford College. Before coming to UW–Madison, she worked as a psychosocial teacher at an elementary school in New York City, served as a research assistant at Temple University’s Infant and Child Laboratory, and assisted with research at New York University’s Play and Language Laboratory. Her primary research interests focus on the social and emotional development of children. Temma is a member of the Resiliency Education Program (REP) and the School Mental Health Collaborative (SMHC).
Chloe Hendrix is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Katie Eklund. She received her BS in Developmental Psychology from the University of Minnesota–Twin Cities where she studied and conducted research in the departments of Educational Psychology, Developmental Psychology, and Sociology/Criminal Justice. Chloe served as an AmeriCorps Promise Fellow in a St. Paul, MN middle school and conducted research in the areas of educational motivation and emerging adulthood. Her research interests include providing Tier 2 supports to students with internalizing concerns, with a focus on school mental health and the racial impact on school belonging and success.
Anne Bowen is a doctoral student in the School Psychology area within the Department of Educational Psychology, and advised by Andy Garbacz. She received her BS in Psychology and Ecology & Biodiversity from the University of Denver. Prior to graduate school, Anne was a clinical research coordinator at Children’s Hospital Colorado, where she coordinated a school-based mental health prevention program and adolescent health behavior studies. Anne’s current research interests center on promotion of school, family, and medical care provider connection to promote youth well-being.
Tory Ash is a doctoral student in the School Psychology area within the Department of Educational Psychology. Tory received her BA in Psychology and Philosophy from UW–Madison and her MS in Psychology from Syracuse University. Prior to graduate school, Tory worked as a lab manager studying prejudice reduction interventions for adults, parents, children, and teachers. Tory is advised by Dr. Andy Garbacz. Broadly, her research interests include developing, implementing, and evaluating school-wide interventions and supports aimed at promoting greater equity in educational outcomes