Micheal Baly graduated from Harvard in 2002 with a Bachelor's Degree in Social Anthropology and African American Studies. After graduation, Michael joined the New York City Teaching Fellows and worked in The Brooklyn Transition Center, a self-contained high school in Brooklyn, New York, serving adolescents with a wide range of special needs. There, in the role of Crisis Intervention Teacher, he worked to prevent and deescalate potentially violent situations and counseled students following crises. In 2006, through the Teaching Fellows program, he received a Masters in Special Education from the College of Staten Island. In 2008, Michael began graduate work in the Programs in Clinical and School Psychology with Dr. Dewey Cornell as his advisor. He conducts research on bullying and school violence as a staff member of the Virginia Youth Violence Project, and has an ongoing interest in forensic psychology and youth violence. mwb5g@virginia.edu
Eren Clark graduated with honors from San Diego State University in 2010 with a Bachelor of Arts in Psychology. He has conducted research at the Child and Adolescent Services Research Center, at Rady Children’s Hospital in San Diego focused upon the influence of socioeconomic status and culture on adolescents’ use of school-based and traditional outpatient mental health services. Eren has also conducted research at the Institute for Juvenile Research in Chicago on the effectiveness of school-based mental health interventions designed to improve disruptive behavior and conduct problems in elementary-age children. During his undergraduate training, Eren worked in the San Diego Unified School District with preschool, elementary, and middle school students exhibiting serious emotional and behavioral disturbance. In 2010, Eren began doctoral studies in the Programs in Clinical and School Psychology, under the mentorship of Dr. Patrick Tolan. Eren is currently conducting research focused on the identification of, prevention, and treatment of disruptive behavior and conduct problems in children and adolescents, with particular interest in the role schools play in these processes. ejc2kq@virginia.edu
Caitlin (Novero) Clarke graduated magna cum laude from Simmons College in Boston in 2007 with a Bachelor of Arts in psychology. After graduation, she joined a research team at the Simmons School of Social Work lead by Dr. Helen Reinherz that has been studying how periods of vulnerability throughout development affected individuals over a 30-year period. Later in the same year she worked as a research specialist in the Department of Psychiatry and Neurobehavioral Sciences at the University of Virginia in the field of addiction medicine. In the fall of 2008, Caitlin began graduate work in the Programs in Clinical and School Psychology with Ann Loper as her advisor. Since joining the program she has published two book chapters with Dr. Loper on forensic populations and her predissertation project on prisoners with a history of parental incarceration was published in Criminal Justice and Behavior in August 2011. Caitlin's dissertation topic explores the impact of parental incarceration on mental health among adolescents. She has completed a year-long clinical practicum at Commonwealth Center for Children and Adolescents and is currently enjoying her fourth year practicum at Family Stress Clinic at the UVA hospital providing outpatient adult, child, family, and couples therapy. In both her personal and professional life she enjoys practicing acceptance and mindfulness techniques to promote wellness and recently developed a yoga program for adolescents being treated at a state inpatient psychiatric hospital. cmn3j@virginia.edu.
Justin Collmann, M.Ed., graduated from Pomona College in 2002 with a B.A. in Religious Studies. After graduation, he joined the Jesuit Volunteer Corps and worked with refugees and at-risk youth in New Orleans. After completing his year of service, he taught elementary and middle school Science for three years at the Sacred Heart School in Northwest Washington, D.C. His research interests include teacher and student perceptions of school climate and assessment and therapy for the intellectually disabled. Justin is currently completing his internship at the University of California-Merced in Merced, CA. jc3ec@virginia.edu
Neill Broderick Cox graduated from Vanderbilt University in 2004 with a Bachelor’s Degree in Child Development and Human & Organizational Development. In 2005, she received a Master’s Degree in Human Development Counseling from Vanderbilt University. During her graduate study at Vanderbilt University, Neill conducted Master’s thesis research that focused on the potential contributions of mental health counseling to families of children with Autism Spectrum Disorders. Upon completing her Master’s degree, she served as a Human Services Practitioner for the Center for Autism and Related Disabilities at the University of South Florida. In 2009, Neill began her graduate work in the Programs in Clinical and School Psychology with Dr. Ron Reeve as her advisor. Neill’s research interests include comprehensive assessment of Autism Spectrum Disorders (ASD), the family dynamics associated with the presence of ASD, and mental health disorders co-morbid with ASD. nb5gs@virginia.edu
Stephany Cox graduated from The University of Michigan in 2004 with a Bachelor of Science in Biopsychology & Cognitive Science. After graduation, she worked as a research assistant and project coordinator for UCLA’s Center for Autism Research & Treatment (CART). At CART, Stephany performed cognitive and diagnostic assessments for a variety of autism research projects focusing on infants at risk, caregiver-child intervention, and neuroimaging. In 2007, she was hired as a psychometrician for the Autism Genetic Resource Exchange, where she administered assessments in families’ homes throughout the United States. In 2010, Stephany began her graduate work in the Programs in Clinical and School Psychology with Dr. Ron Reeve as her advisor. Stephany’s research interests include early identification and intervention of Autism Spectrum Disorders and related developmental disorders. smc4cg@virginia.edu
Howard Crumpton graduated from Hampton University in 2004 with a Bachelor’s Degree in Psychology and Spanish. Upon graduation, Howard worked as a research assistant for the National Council on Crime and Delinquency, where he conducted extensive research on the mistreatment of inmates within California’s juvenile justice system. Subsequently, he worked for the Seneca Center for Children and Families as a Milieu Supervisor. In this capacity, he helped build mental health programs for emotionally disturbed adolescents, served as an interpreter for Spanish-speaking families, and provided individual counseling to adolescent clients. In 2007, Howard began his graduate work in the Programs in Clinical and School Psychology with Dr. Anne Gregory as his advisor. As a part of Dr. Gregory’s Transitioning to High School Project, Howard conducts research on intrapsychic processes that affect motivation and achievement in low-achieving high school students. His clinical training includes practicum work at Charlottesville High School, as well as cognitive-behavioral therapy experience with adults at the UVA Center for Clinical Psychology Services. Howard is currently completing his internship at the University of California Children's Hospital in Los Angeles, CA. hec4v@virginia.edu
Kathryn (Scheffel) Fraser graduated from the University of Georgia with a Bachelor of Science degree in Psychology and a Bachelor of Arts degree in Criminal Justice. In 2007, she began graduate work in the Programs in Clinical and School psychology with Dr. Ann Loper as her advisor. Kathryn conducted research on prison populations and has an ongoing interest in forensic psychology. Her predissertation investigated the personality features of female inmates in pseudofamily relationships and her dissertation explored the role of adolescent adversities in predicting violent behavior among adult male and female prisoners. Her clinical training included practicum work as an assistant school psychologist at Monticello High School, psychodynamic and acceptance and commitment therapy with adult, adolescent, and family clients at the UVA Center for Clinical Psychology Services, and as a Qualified Mental Health Professional at the Fluvanna Correctional Center for Women. She is currently completing her internship at the Federal Correctional Complex in Petersburg, Virginia. kls8ng@virginia.edu
Jill Haak graduated from Georgetown University in 2004 with a Bachelor’s Degree in Psychology. After graduation, she worked as a Clinical Research Coordinator on several large research projects at Children’s National Medical Center in Washington, DC and Massachusetts General Hospital in Boston, MA. In 2007, Jill began graduate work in the Programs in Clinical and School Psychology with Dr. Ron Reeve and Dr. Jason Downer as her advisors. Jill has conducted research on early childhood education and development at the Center for Advanced Study of Teaching and Learning at UVa. She is specifically interested in behavioral and academic outcomes related to home pre-literacy, and promoting positive social and emotional development in early childhood through teacher and parent training. Her clinical training has included practicum work at Cale Elementary School and the UVa Center for Clinical Psychology Services. Jill is currently completing her internship at Children's National Medical Center in Washington, DC. jsh7c@virginia.edu
Karyn Hartz graduated from Cornell University in 2007 with a bachelor’s degree in Human Development. After graduation, she worked as a lab coordinator for the Emotion Development Lab at Penn State, which studies individual differences in children’s physiological and behavioral expressions of emotional reactivity and regulation, temperament, and parenting. In 2009, Karyn began graduate work in the Programs in Clinical and School Psychology with Dr. Peter Sheras as her academic advisor. Karyn works at the Center for the Advanced Study of Teaching and Learning (CASTL) with Dr. Amanda Williford as her research advisor. She works on the Preschool Relationships Enhancement Project (PREP), a school-based intervention for preschool children with disruptive behavior problems. Her research interests include the influences of parents and teachers for children’s social-emotional development, the transition to kindergarten, and social-emotional interventions. Karyn's predissertation topic is Differential Susceptibility to Sensitivity: Maternal and Teacher Influences on Children's Kindergarten Social Competence. She is currently a two-year Virginia Education Science Training (VEST) predoctoral fellow. Karyn is completing her third-year practicum at Center for Clinical Psychology Services where she is a student assessment supervisor, the therapy intake coordinator, and conducting early childhood therapy, assessment, and consultation. kah2fg@virginia.edu
Jordan Horton graduated from The University of North Carolina at Chapel Hill in 2009 with a Bachelor of Arts in Psychology. After graduation, she worked at The Mariposa School, which uses the principles of Verbal Behavior and Applied Behavior Analysis to teach functional communication skills to children with autism. At Mariposa, she provided individualized instruction and taught social skills groups. In 2011, Jordan began her graduate work in the Programs in Clinical and School Psychology with Dr. Ron Reeve as her advisor. Jordan’s research interests include behavior-oriented early intervention programs for children with autism, factors affecting stress in parents of children with autism, and ways to improve the delivery of mental health services within schools. jlh6xf@virginia.edu
Jennifer Klein graduated from Princeton University in 2001 with a B.A. in Art History. After graduation, she wrote and edited for Allure Magazine in New York City and spent five years teaching and advising upper and middle school students at independent schools on St. Thomas and in Baltimore. In 2007, Jennie began graduate work in the Programs in Clinical and School Psychology with Dr. Dewey Cornell as her advisor. Jennie has conducted research on bullying, school violence, threat assessment, and substance abuse. Her clinical training has included practicum experience at Albemarle High School, the Behavioral Medicine Center at the University of Virginia hospital, and the Center for Clinical Psychological Services. Jennie is currently completing her internship at Bellevue Hospital Center in New York, NY. jek4a@virginia.edu
Anna Lacey graduated from The Ohio State University in 2010 with a Bachelor's Degree in Psychology and a Bachelor’s Degree in Criminology. During her undergraduate career she worked at the Walter E. Dennis Learning Center as a learning specialist, counseling undergraduate students with learning and educational problems. Her undergraduate research experiences primarily focused on the effects of interpersonal relationships on self esteem and self doubt. In 2010, Anna began graduate work in the Programs in Clinical and School Psychology with Dr. Peter Sheras as her advisor. She conducts research on bullying and school violence as a staff member of the Virginia Youth Violence Project. She presented her predissertation paper, The Impact of Bullying Climate on Academic Performance, at the 2011 APA National Convention. Last year, Anna worked as a School Psychology Intern at Monticello High School and is currently working as a Safe Schools Counselor at Jack Jouett Middle School. She has an ongoing interest in forensic psychology, youth violence prevention, education, and parenting practices. apl4gu@virginia.edu
Jen Leyton-Armakan graduated from Northwestern University in 2007 with a Bachelor's Degree in Human Development and Psychological Services. In 2007, Jen began graduate work in the Programs in Clinical and School Psychology with Dr. Edith Lawrence as her advisor. Jen has conducted research on cross-cultural mentoring as a staff member of the Young Women Leaders Program, and has ongoing interest in multicultural group and dyadic relationships, racial and ethnic identity development, and utilization of psychological services. Her clinical training has included practicum work as an assistant school psychologist at Burley Middle and Greer Elementary Schools, as well as psychodynamic therapy with adult clients at the UVA Center for Clinical Psychology Services. Jen is currently completing her internship at Howard University Counseling Services in Washington, DC. jl2gs@virginia.edu
Jenna Marshall graduated from Cornell University in 2008 with a Bachelor’s degree in Human Development. After graduation, she worked at Cornell’s Gannett Health Services as a BASICS (Brief Alcohol Screening and Intervention for College Students) provider. In 2009, Jenna began graduate work in the Programs in Clinical and School Psychology with Dr. Edith “Winx” Lawrence as her advisor. As a staff member of the Young Women Leaders Program (YWLP), her research interests include the influence of service-learning on college student development and psychosocial outcomes for college women mentors and adolescent mentees. Her pre-dissertation examined the relationship between peer support and positive outcomes in psychosocial well-being and ethnocultural empathy for college women mentors. Jenna's clinical training has included counseling students at Henley Middle School through the Safe Schools/Healthy Students program and providing individual therapy for adults and adolescents at the Center for Clinical Psychology Services at UVA. She is currently involved in a year-long clinical practicum at the Commonwealth Center for Children and Adolescents. jm5ru@virginia.edu
Tammy Mintz graduated from Brandeis University in 2005 with a Bachelor’s Degree in Psychology. After graduation, she worked as a Research Associate at the Georgetown University Center on Health and Education. In 2008, Tammy began graduate work in the Programs in Clinical and School Psychology with Bridget Hamre as her advisor. Tammy’s research interests include family factors that contribute to children’s success in school, protective factors for at-risk children, and the social-emotional development of children. tmh7v@virginia.edu
Hillary Morin graduated from Bowdoin College in 2011 as a Sarah and James Bowdoin Scholar with a Bachelor’s Degree in Psychology and French and a minor in Gender and Women’s Studies. She received the O’Brien Graduate Scholarship at Commencement. During her college tenure, Hillary’s research focused on relational aggression among adolescent girls as well as parent-student contact factors in college student adjustment. Her research on parent-student contact received first prize at the Maine Psychological Association’s annual dual undergraduate/graduate poster symposium. During college she volunteer as a middle school student mentor and as a transformative mediator while competing on the Bowdoin Women’s lacrosse team. In the fall of 2011, Hillary began her academic work in Clinical and School Psychology working with advisor Edith “Winx” Lawrence on the Young Women Leaders Program. Hillary is excited to continue research on relational aggression while at Curry. hkm7vy@virginia.edu
Erin Nekvasil graduated from Patrick Henry College in 2008 with a Bachelor of Arts in Government. During her college tenure, she served as a camp counselor for her school’s summer leadership camps and as a peer mentor for underclassmen with academic difficulties. After graduation, she was contracted as a Research Analyst at the FBI’s Behavioral Analysis Unit (BAU). There she conducted research on targeted violence at colleges and universities, terroristic violence by isolated individuals, and interfamilial violence. In 2010, Erin began graduate work in the Programs in Clinical and School Psychology, with Dewey Cornell as her advisor. Her research interests include school violence, threat assessment, victimization, and trauma. Erin's predissertation topic is Student Reports of Peer Threats of Violence. She is currently completing her clinical practicum at Murray High School as part of the federally-funded Safe Schools/Healthy Students Program. ekn2cn@virginia.edu
Emily Nichols graduated from the College of William and Mary in 2007 with double major in English and Psychology. While at William and Mary, she worked with Danielle Dallaire on the EPIC (Effect of Parental Incarceration on Children) project. After graduation, Emily was a Post-Baccalaureate Intramural Research Fellow at the National Institutes of Mental Health, coordinating national longitudinal studies of children with Bipolar Disorder and severe mood dysregulation. In 2009, Emily began her studies at the Curry Programs in Clinical and School Psychology with Ann Loper as her advisor. Her research interests include school outcomes, and protective factors for children with an incarcerated parent or household member. Her clinical training has included practicum experience at Jouette Middle School, the Center for Clinical Psychological Services, and the Childhelp Alice C. Tyler Village. edb5eb@virginia.edu
Tanya Nichols graduated from Loyola College in Maryland in 2002 with both a bachelor’s degree in Psychology and in 2006 a master’s degree in the research track Clinical Psychology program. Tanya conducted her master’s thesis on “Understanding the Educational Aspirations of African-American Youth from an Ecological-Systems Framework.” Tanya’s professional experience has included providing empirically-validated mental health treatment for youth with PTSD and evidenced-based HIV/AIDS, pregnancy, and smoking prevention programs to under-served youth in the Baltimore City Public Schools. Tanya has also worked as a research coordinator for a school-based anxiety treatment study at Johns Hopkins University School of Medicine, Department of Child and Adolescent Psychiatry. In 2008, Tanya began her graduate studies in the Clinical and School Psychology doctoral program with Dr. Ron Reeve as her advisor. tmn2g@virginia.edu
Janelle S. Peifer, M.Ed. graduated from Wake Forest University in 2010 with a Bachelor's Degree in Psychology and Dance. During her undergraduate tenure, she intertwined interests in adolescence with cross-cultural psychology travelling to Kijabe, Kenya. With the support of the Richter Scholarship for Independent International Study, Janelle worked with a group of young orphaned women to investigate self-views combining psychological research and a participatory photo voice project. Throughout her career at Wake Forest, Janelle linked research and civic engagement with clinical application in several domains. Apart from her involvement as an undergraduate researcher, she worked for an advocacy group for sexual assault survivors (P.R.E.P.A.R.E.) as an educational facilitator and victim’s advocate. In 2010, Janelle began her doctoral work in Clinical and School Psychology and works closely with her advisor, Edith “Winx” Lawrence to evaluate and further develop the global connections initiative imbedded in the Young Women Leaders Program for mentoring at-risk middle school girls. Janelle has presented her research examining US college student’s perceptions of women’s rights in Islam and continues to explore identity and it’s relation to outcomes in her research and clinical application. jss3sg@virginia.edu
Victoria Phillips, M.A. graduated from Yale in 2005 with a Bachelor’s Degree in History and from Teachers College, Columbia University in 2009 with a M.A. in Psychology in Education. After college graduation, Victoria joined Camp Starfish, based in Boston, MA as a youth counselor, teaching and counseling children with emotional, behavioral and learning problems and continued there for four subsequent summers as the Director of the Girl’s Village. During her graduate studies at Columbia, Victoria performed research on adolescent substance use at St. Luke’s Roosevelt Hospital’s Discovery Center. Additionally, she worked as an intern at the Brooklyn Supreme Court where she was involved with forensic evaluations of defendants. In 2009, Victoria began her doctoral work in Clinical and School Psychology at Curry and is currently working with Dr. Ann Loper. In Dr. Loper's lab she is looking at the effects of parental incarceration on children and specifically researching the links between juvenile offending and parental incarceration. vp5rq@virginia.edu
Catherine Sanger graduated from Duke University in 2009 with a B.A. in English. After graduation, she taught second grade bilingual-Spanish for two years in San Francisco public schools. In 2011, Catherine began graduate work in the Programs in Clinical and School Psychology with Dr. Ron Reeve as her academic advisor and Dr. Amanda Williford as her research advisor. Her research interests include early childhood intervention for at-risk children, the development of positive socio-emotional skills in pre-K students, and the teacher-child relationship. ces2jg@virginia.edu
Erica Shirley graduated from the University of Virginia in 2000 with a Bachelor’s Degree in Psychology and Teachers College, Columbia University in 2004 with a M.A. in Clinical Psychology. Prior to her graduate studies, she worked at the Village for Families and Children in Hartford, CT, where she was a Child Development Specialist for children in the foster care system labeled as emotionally challenged. After graduate school, Erica served as a Research Assistant for two years on the Yale Mother-Child Study at the APT Foundation in New Haven, CT. In 2006, Erica began continued her graduate work in the Programs in Clinical and School Psychology with Dr. Sheras as her advisor. Erica has conducted research on bullying and school violence as a staff member of the Virginia Youth Violence Project, and has an ongoing interest in research on at-risk youth, and working with multi-problem families. Her clinical training has included practicum work as an assistant school psychologist at Burley Middle School as well as psychodynamic therapy with adult clients at the UVA Center for Clinical Psychology Services. Erica is currently on internship at Howard University Counseling Service in Washington, D.C. els3e@virginia.edu
Stephanie Vick graduated from Wake Forest University in 2004 with a Bachelor's Degree in Psychology and minors in French and International Studies. She also earned a Master's Degree in Psychology from the University of North Carolina Wilmington in 2007. While in her Master's program, Stephanie conducted research on relationship-defining autobiographical memory across the lifespan. After graduation, she continued to gain research experience as an assistant in the Applied Psychology Lab at the University of Zurich in Switzerland. In 2008, Stephanie began graduate work in the Curry Programs in Clinical and School Psychology, and she is conducting relationship research with Dr. Peter Sheras as her advisor. Her clinical training has included practicum experience at the UVA Center for Clinical Psychology Services. In addition, prior to attending UVA, Stephanie worked with adults with severe mental illness in her previous position as a Psychosocial Rehabilitation Services Coordinator in Fairfax County, VA. scv3q@virginia.edu
Clare Vierbuchen graduated from Princeton in 2005 with a Bachelor’s Degree in Psychology. In 2007, Clare began graduate work in the Programs in Clinical and School Psychology with Dr. Edith Lawrence as her advisor. Clare has conducted research on the resources and stressors impacting Roma families in Romania. She is currently completing her internship at Astor Services for Children and Families in Poughkeepsie, NY. cgv9b@virginia.edu
Joanna Will graduated from DePauw University in 2008 with a Bachelor of Arts degree in Psychology and a minor in Sociology. During her undergraduate career, she conducted research on forgiveness and male prisoners’ stress and future-oriented thinking. After graduation, Joanna worked as a Probation Officer and Court Substance Abuse Management Specialist in Indiana for three years with the Hamilton County Department of Probation Services. In this position, she conducted substance abuse assessments and facilitated cognitive behavioral change classes with adult offenders. In 2011, Joanna began graduate work in the Clinical and School Psychology program with Dr. Ann Loper as her advisor. Joanna’s research interests include forensic psychology, prison adjustment, and the effects of incarceration on the families of offenders. jlw3wa@virginia.edu
For a list of our recent student work please visit the student publication and presentation pages.
