Counseling, Clinical, and School Psychology Current Students

Leslie Abigail Alvarez is a M.Ed. student in School Psychology and a JEDI scholar at UCSB. As a first-generation Latina, she received her Bachelor of Arts degree in Psychology and a minor in Education Studies from the University of California, Los Angeles (UCLA). During her undergraduate studies, Leslie gained valuable experience in the classroom as an instructional aide working with children with mild to moderate learning disabilities. At UCLA, Leslie volunteered as a research assistant for UCLA TIES for Families, an interdisciplinary program dedicated to optimizing the growth and development of foster/adoptive youth and their families. After earning her degree, Leslie went on to work as a substitute Resource Specialist Program (RSP) and Special Day Class (SDC) teacher where she provided special education services for students. As a Justice, Equity, Diversity, and Inclusion (JEDI) scholar, Leslie aims to serve historically underserved populations by implementing culturally responsive practices and fostering a welcoming environment to all students and their families. Feel free to contact Leslie at lesliealvarez@ucsb.edu 

Karina is a PhD candidate in the School Psychology emphasis, working with Dr. Jill Sharkey. She received her B.A. in Psychology from Reed College. She is a UCSB Regents fellow. She is professionally bilingual in Spanish and English. Karina's research interests are broadly focused on response to trauma from a bioecological perspective, as well as topics in bilingual school psychology and education. Her clinical work focuses on culturally responsive trauma-informed mental health services among LGBTQIA+, immigrant, Spanish speakers, and underserved populations. Karina's dissertation involves parent- and survivor-focused research on identification, impacts, self-labeling, and prevention in cases of harmful sexual behaviors among children and youth. Her dissertation is supported by the Ray E. Hosford Memorial Fellowship as well as the Gale and Richard Morrison Fellowship. In her spare time, Karina enjoys gardening and staying active in the company of her dogs. 

Mikey A. Arana is a doctoral student in the clinical emphasis, co-advised by Dr. Maryam Kia-Keating and Dr. Nolan Krueger. He holds a Bachelor of Arts in Chicanx Studies and Psychology from CSU Channel Islands, where he graduated with honors, and a Master of Arts in Psychology from CSU Los Angeles, where he was a National Institute of Health Research Initiative for Scientific Enhancement fellow. Currently a Eugene Cota-Robles fellow, his research focuses on marginalized groups, particularly Latine individuals, and how they navigate trauma and adversity through cultural strengths, critical resilience/resistance factors, and community-based approaches to healing. He also is interested in the adaptation of traditional and cultural healing models to increase utilization of mental health services among Spanish-speaking populations. His clinical interests include increasing access to multicultural services through a social justice lens, utilizing trauma-informed modalities, and providing psychotherapy to marginalized communities in English and Spanish. He is open to mentorship/collaboration please reach out via email: miguel_arana@ucsb.edu

Rebecca Ruby Aviña is a M.Ed. School Psychology student and JEDI Scholar. Originally from Oxnard CA and a first generation Latina, she completed her undergraduate studies at the University of Washington Seattle. She earned a BA in Psychology with a minor in Digital Experimental Arts. As an undergraduate and Ronald E. McNair Scholar, Rebecca worked with Dr. Lucía Magis-Weinberg as a research assistant to conduct and publish research on "Prosocial Youth Purpose in Peruvian Adolescents during the COVID-19 Pandemic" through thematic analyses. She also played a role in translating the "Social Media Test Drive" platform from English to Spanish, with the goal of promoting digital literacy. Now at UC Santa Barbara, Rebecca's mission is to equip herself with the skills needed to support underserved families in educational settings. Her overarching aim is to destigmatize mental health support while focusing on serving Latino communities. Leveraging her proficiency in Spanish, she strives to provide vital resources to those in need. For inquiries or further connections, you can reach out to Rebecca at ravina@ucsb.edu

Aniela Bordofsky is a doctoral student in Clinical Psychology working under Dr. Ty Vernon. She earned a B.A. in History and a minor in applied psychology from UCSB in 2020. After her undergraduate studies, she completed a research fellowship in Pharmaceutical Research and Clinical Practice at the Yale Child Study Center. Her research interests include studying Naturalistic Developmental Behavioral Interventions (NDBIs) for individuals with autism spectrum disorder. She is also interested in increasing widespread access to effective autism interventions via telehealth adaptations.

Helen "Sade" Branyan is a doctoral student in Clinical Psychology working under Dr. shola shodiya-zeumault. She earned a B.A. in Psychology from Barnard College in 2020. After graduating, she worked as a clinical research assistant at the Center for Autism and the Developing Brain at Weill Cornell in New York. Her research interests include identifying barriers in accessing resources for Black/Latinx families with young children on the autism spectrum (ASD) along with cultural adaptations of existing diagnostic measures. She is also interested in building community collaborations. Feel free to contact her at helenfbranyan@ucsb.edu(link sends e-mail).

Stephanie is currently pursuing an M.Ed. in School Psychology at University of California, Santa Barbara (UCSB). She earned her B.A. in Psychology from California State University, East Bay, where she served as the Vice-President for the Tau Sigma National Honor Society, assisting diverse transfer students by organizing campus-wide events. While pursuing her undergraduate studies, she taught at an Emilia Reggio preschool and provided behavior therapy at a non-profit Applied Behavior Analysis agency in the Bay Area. Later, she served as a special education paraprofessional at a local elementary school, further strengthening her understanding of the unique needs of students. In 2022, she earned an M.S. in Educational Psychology with an emphasis in Applied Behavior Analysis from the University of Southern Maine. As a current Board Certified Behavior Analyst, Stephanie is looking forward to a future career as a School Psychologist. At UCSB, Stephanie is a JEDI scholar, participating in a project dedicated to promoting Justice, Equity, Diversity, and Inclusion. In her spare time, she enjoys trying new boba shops, taking walks with her two little dogs in Ventura, and exploring local farmers markets with her husband on the weekends.

Jacquelyn Chin (she/her) is working to improve mental health outcomes among queer racial-ethnic minority (e.g. Black, Latinx, Asian, people-of-color) communities by increasing access to culturally-responsive interventions. As a doctoral student in the Counseling Emphasis, her research focuses on empowerment evaluation, racial identity development, sexual and gender diversity, and community-based methods. Her dissertation work involves evaluating a community-partnered mixed-methods mental health intervention to support Black queer community. She works in Dr. Tania Israel's RISE-Up lab to develop interventions that target internalized stigma among the LGBTQIA+ community. She also works in Dr. Alison Cerezo's SHE Lab to support the California Department of Public Health's LBTQ initiative in evaluating the racial health equity outcomes of community-based organizations that serve queer & trans women. Clinically, Jackie has worked in the Healing Space Clinic, Hosford Clinic, Cate School, UCSB's CAPS Clinic and SBCC's Health & Wellness Center. Jackie has served as the president of the Black Graduate Student Association (BGSA), an Access graduate mentor, and through the Graduate Scholar Mentorship program. In her free time, she enjoys tennis, poetry, travel, yoga, and comedy.

Lindita Djokovic is a doctoral student in the Clinical Psychology emphasis working under the mentorship of Dr. Erika Felix. She received her B.A. in Psychology from University of California, Riverside and completed M.S. coursework in Clinical Psychology at CSU Fullerton. During her undergraduate and graduate studies, Lindita worked as a research assistant in a variety of labs conducting studies related to longitudinal effects of child adversity, (volitional) personality change among adults, and psychological responses to collective trauma. She has worked in various applied settings striving to reduce mental health disparities among local communities including her hometown’s non-profit trauma intervention program, full-time research associate for a dual-diagnosis treatment center, and a Marriage and Family Therapy (MFT) Trainee. Her current research interests include mental disparities among underserved communities (i.e., ethnic minorities), identifying culturally sensitive trauma interventions, and psychosocial responses to collective trauma. Feel free to contact Lindita at ldjokovic@ucsb.edu(link sends e-mail).

Diana Dorantes is an M.Ed. student in School Psychology at UCSB and a JEDI scholar recipient. She received her B.S. in Psychology with a minor in Education from UCSB. During her undergraduate studies, Diana gained research experience working with diverse populations, serving as a lead research assistant in the UCSB Cultural Psychology Lab, where she examined the cultural influences on psychological processes. She also worked for Cub Support as an online tutor, where she facilitated effective learning techniques to support children in grades K-6. Diana also worked as a behavior technician, where she provided direct behavioral therapy services to children diagnosed with autism. She is interested in the mental health disparities among minority students, aiming to increase accessibility to mental health services and exploring supportive intervention techniques for educators.

Kristina Esopo (she/they/we) is a doctoral candidate in Counseling Psychology working with Dr. Tania Israel. They are passionate about weaving together intersectional, relational-cultural, and liberatory social justice approaches to research, therapeutic work, teaching, and mentorship to resist and dismantle systems of oppression, heal ancestral and intergenerational trauma, and enhance joy and thriving, especially within the queer and trans community. Kristina is a steward member of The Blacker the Brain, an interdisciplinary collective founded by Thea Monyeé, committed to healing and uplifting colonized spirits, minds, and bodies and sustainably shifting systems/culture toward liberatory practices. Her dissertation research explores the use of The Blacker the Brain Joy Assessment as a liberatory, joy-centered approach to healing, rooted in Eco-Womanist praxis. As a white-bodied, queer, nonbinary person, Kristina connects with their joy through investing in their relationship with nature and the lifelong work of unlearning and divesting from the white colonial mind to restore harmony and balance and co-create a more loving, liberatory, and joy centered world. Please feel free to contact her at kesopo@ucsb.edu. 

Anthuanet Espinel is a doctoral student in the Clinical Psychology emphasis working with Dr. Ty Vernon. She earned a B.S. in Psychology and Child Learning and Development with a minor in Spanish from the University of Texas at Dallas in 2022. Following graduation, she worked as a post-baccalaureate research assistant at the Michigan State University Autism Research Lab. Her research interests include identifying barriers and facilitating access of parent-mediated Naturalistic Developmental Behavioral Interventions (NDBIs) for under-served families of autistic children. She is also interested in bilingual assessment and intervention.

Meghan Evans (she/her) is a doctoral student in Clinical Psychology working under Dr. Maryam Kia-Keating. Meghan received her B.S. in Psychology with minors in Public Health Science and Religious Studies from Santa Clara University. After graduating, she worked as a senior lab manager and post-baccalaureate research associate focused on the relationship between trauma, adverse childhood experiences (ACEs), mental health, and other social determinants of health (i.e. community violence, discrimination, housing instability, mass incarceration). Her current research interests include mixed-methodology, community-based participatory methods, social determinants of health, and reducing racial, ethnic, and socioeconomic disparities in culturally-sensitive, strengths-based trauma interventions. Please feel free to contact her at m_evans@ucsb.edu(link sends e-mail).

Kaela Farrise Beauvoir (she/her) is a doctoral student in Clinical Psychology under Dr. Miya Barnett. She holds a Bachelor’s degree from Stanford University in African and African American Studies, and in Urban Studies. She also has Master’s degrees in Clinical Psychology and Counseling Psychology and is a Licensed Marriage and Family Therapist (LMFT) in the state of California. Prior to joining UCSB, she was the Lab Manager in the Early Life Stress and Resilience Program at Stanford University School of Medicine and has also worked as a therapist in a wide-range of settings. Her research interests include the implementation and dissemination of mental health services in under-resourced communities, understanding and mitigating the impacts of domestic violence and racial trauma on families of color, and culturally responsive adaptations of psychological interventions. Kaela is a Chancellor’s Fellow and Racial Justice Fellow at UCSB, and a Health Policy Research Scholar through the Robert Wood Johnson Foundation. Her peer-reviewed research articles can be found here and she can be contacted at kaela@ucsb.edu.

Gio Franco is a M.Ed. student in the School Psychology emphasis. He graduated from California State University, Northridge (CSUN) upon which he earned his Bachelor of Arts degree in psychology. Prior to earning his BA, Gio began working at a local community agency providing Applied Behavior Analysis (ABA) services to children with developmental disorders. Shortly after, he transitioned to working within the school setting, specifically at the elementary level, where he continued to provide behavioral support as an Instructional Assistant (III). Gio is a JEDI scholar at UCSB who is interested in destigmatizing mental health services to Latine and other ethnic minorities as a practitioner. 

Ashley Garcia (she/her) is a doctoral student in School Psychology under the mentorship of Dr. Erin Dowdy. She earned her B.A. in Sociology with a minor in Applied Psychology from UC Santa Barbara. During her undergraduate studies, she implemented Tier 2 and Tier 3 socioemotional learning interventions and contributed to research on parent perspectives regarding children’s school readiness. Post-graduation, Ashley continued her work as a research assistant and project coordinator for three projects. Her research focused on parent perspectives of school-based trauma-informed care, teacher and stakeholder perspectives of teacher well-being, and coordinating undergraduate-led Tier 2 socioemotional intervention groups. Concurrently, she served as a Physical Education Specialist at local elementary schools and as a Behavioral Technician for adolescents with autism. As a JEDI Project fellow, Ashley is dedicated to advancing socioemotional learning, enhancing parent engagement, promoting school-based mental health, and exploring the intersection of these areas. Please feel free to contact her at ashleyggarcia@ucsb.edu.

Alicia Geng is a doctoral student in School Psychology working with Dr. Erin Dowdy. She received her B.A. in Psychology from UC Berkeley, where her passion was ignited in several developmental research labs and a child psychology clinic. She continued working with children as a researcher and practitioner at the Autism and Developmental Disorders Research Program at Stanford Medicine. She is particularly interested in exploring protective factors in Asian American student mental health and how schools can better support students' social-emotional development. In her free time, she loves to be out in nature, do combat sports, teach yoga, and read. Please feel free to contact her at geng@ucsb.edu. 

Jordan Gray is an M.Ed. student in School Psychology at UCSB, where he also earned a B.S. in Psychological and Brain Sciences with a minor in Applied Psychology. Throughout his undergraduate journey, he acquired valuable fieldwork experience by actively engaging in Tier 1 and 2 social-emotional intervention programs within the Goleta Union School District. After graduating, Jordan coordinated "The Harding Project," providing Tier 2 support at a high-needs school through social-emotional learning curricula and the promotion of problem-solving strategies. He also developed a research-based practicum to train undergraduates for school-based implementation. Jordan is passionate about early childhood intervention, particularly in social-emotional learning and crisis response. He aims to integrate his background in pain research and cognitive neuroscience into his future work as a school psychologist, with a focus on serving historically underserved students through culturally competent and inclusive practices.

Osiris is a doctoral student in the Clinical Psychology emphasis working with Dr. Kia-Keating. Osiris went to UC Davis and studied Psychology with two minors in African & African American Studies and Human Development. Osiris is currently in the Trauma & Adversity, Resilience & Prevention (TARP) Lab at UCSB. Osiris’ primary research interest is suicide research to help improve clinical suicide interventions. Osiris has also been working on projects examining the aftermath of exposure to police brutality. Osiris’ clinical resonance is trauma,(C)PTSD, Black Queer/Non-Binary/Trans/Questioning identities and Neurodivergence. Osiris enjoys painting nails, the outdoors, anime, reading LGBTQIA+ fiction, and animals. Osiris is grateful to be here with Luna, an adorable best doggie friend! 

Madeline Hayden (she/her) is a student in the School Psychology M.Ed. program. She received her B.A. in Psychological Science from The University of Vermont. As an undergraduate, Madeline worked at the Vermont Center on Behavior and Health in both an administrative and research capacity. After earning her degree, Madeline worked as a Special Education Teaching Assistant at General John Nixon Elementary School in Sudbury, MA. She later took on a similar role at McLean Hospital’s Pathways Academy, a year-round therapeutic day school for students with autism spectrum disorders. In her future practice, Madeline aims to improve access to mental health services in schools, build anti-racist school climates, and put culturally responsive and trauma-informed practices at the forefront of her work.

Gaby Hinojosa (she/her/hers) is a doctoral student in School Psychology working under Dr. Erin Dowdy. Gaby is a 2020 graduate from California State University, Northridge (CSUN) where she graduated summa cum laude with her B.A. in psychology. During her undergraduate tenure, Gaby worked in two research labs, one that examined the effects of contextual stressors on underrepresented adolescent’s mental health. Additionally, Gaby was awarded the University Scholarship, Presidential Scholarship, and Sally Casanova Pre-Doctoral Scholarship. She was also a member of CSUN’s NCAA DI women’s soccer team. After earning her degree, Gaby served for Americorps as a tutor and mentor to high school students. Her research interests focus on diversifying the field of school psychology along with culturally responsive school-based mental health practices. Specifically, she wants to examine factors such as racial trauma, radical healing, and intersectionality in relation to mental health outcomes. At UCSB, Gaby has been awarded the Eugene Cota-Robles Fellowship and the Racial Justice Fellowship. In her free time she likes to powerlift, try new restaurants, and go to Disneyland. Please feel free to contact her at ghinojosa@ucsb.edu

Shemiyah Holland is a doctoral student in the School Psychology emphasis working under Dr. Shane Jimerson. She received her B.A. in Psychology from Claflin University in 2015 and her M.A. in School Psychology in 2019 at Bowie State University. After Bowie, Shemiyah worked as a school psychologist in Maryland schools at the primary and secondary school level. As a school psychologist, Shemiyah noticed patterns in the difficulties students faced in expressing their emotions and problematic student-teacher relationships. Her current research interests include student engagement, positive peer and teacher relationships, students' perceptions of school climate, and culturally responsive practices. At UCSB, Shemiyah is a Project TEAMS fellow which focuses on promoting mental health and equity among students. In her free time, she likes to go on walks on the beach and spend time with her daughter. Please feel free to contact her at sholland@ucsb.edu(link sends e-mail).

Elana Hubert (she/they) is a doctoral student in counseling psychology working with Dr. Heidi Zetzer. She holds a Bachelor of Arts in Anthropology from Barnard College and a Master of Arts in Psychology from the New School. Drawing on their background in cultural anthropology, public health, and community arts, Elana’s research aims to uplift cultural knowledge and foster intergroup solidarity, with the goals of building equity in mental health care access and promoting social justice. She has utilized community-based participatory research (CBPR), youth participatory action research (YPAR), qualitative, and arts-based approaches to develop, implement, and evaluate health initiatives. As a recipient of a UCSB Central Campus Fellowship (Graduate Research Mentorship Program), Elana’s dissertation research explores Jewish-Palestinian organizing and activism in the U.S., examining how emotional, social, and cognitive transformations can influence these efforts. Elana loves drawing, reading science fiction, dancing, and exploring the outdoors with her dog, Mitzi! Please feel free to contact Elana at ehubert@ucsb.edu

Samantha Hutchinson (she/her/hers) is a doctoral student in School Psychology working under Dr. Erin Dowdy. She graduated from Skidmore College with a B.A. in Psychology in 2020, where she evaluated broadly how young children learn about the world and assessed how adult beliefs about early cognitive development vary across experience and expertise. As a Program Assistant at the Child Mind Institute and a Research Coordinator at Boston College, she worked with clinicians and faculty across disciplines studying behavior and emotion regulation as well as the basic principles of learning and memory and their application in educational settings. Her current research interests include school-based interventions to support students’ academic and social-emotional development. More specifically, she is interested in integrating art into social-emotional learning interventions in the school systems. As a Project TEAMS scholar at UCSB, she is excited to continue to collaborate across departments to research and implement evidence-based interventions to support diverse students’ social, emotional, and mental health needs. Please feel free to contact her at samanthahutchinson@ucsb.edu.

Juliana Ison (she/her/hers) is a doctoral student in the Clinical Psychology emphasis working with Dr. Miya Barnett. She received her BA in Psychology and Spanish from the University of Notre Dame and later worked as a research coordinator at Massachusetts General Hospital/Harvard Medical School. Juliana's research interests lie in the intersection between developmental psychopathology, implementation science, and community-based participatory research methods. More specifically, she is interested in addressing disparities in mental health care access among marginalized youth and families—especially Latinx youth and families—through implementation science and community-based participatory research frameworks in order to increase the availability and uptake of culturally-sensitive, evidence-based treatments within these communities. Please feel free to contact Juliana at jison@ucsb.edu(link sends e-mail).

Luke Janes is pursuing a Ph.D. in School Psychology at UCSB, has an M.Ed. in education from UC San Diego, and an M.A. in multicultural counseling from San Diego State. He has been a case manager for homeless youth, a high school and middle school teacher, and a facilitator in adult prisons for the Alternatives to Violence Project. He was also a founder of a kids camp aimed at inspiring and supporting youth empowerment and activism, and a co-director for a diversity training program. He has significant experience with at-risk, ELL, trauma-surviving, and homeless youth populations. He currently provides individual and group counseling to trauma survivors at Child Abuse Listening Mediation (CALM) in Santa Barbara. He is also currently working in Jill Sharkey's lab in collaboration with local community agencies in the reduction of ethnic disparities in social service access across the county, the need-based prevention of drug abuse and gang involvement among adolescents, and the rehabilitation of adult non-violent offenders in Santa Barbara County. He is bilingual in English/Spanish. He also likes pie. And volleyball. He is addicted to dancing, especially blues, fusion, and contact-improv dancing—but in a pinch, any kind will do!

Isaiah Jones is a first-generation "Blackxican" (Black and Mexican) student pursuing his doctoral degree in the Counseling, Clinical, and School Psychology PhD Program at UC Santa Barbara under Dr. Alison Cerezo. As an undergraduate, Isaiah participated in a number of scholar programs and assistantships surrounding health disparities. His research interests focus on community and peer-based coping strategies surrounding minority and intersectional disparities, help-seeking and health behaviors, emotion regulation, and identity-related experiences. As part of his graduate research, Isaiah is focusing on the experiences of mentorship and cultural taxation of intersectional LGBTQ+ women of color in academia. Currently, Isaiah is also working as part of the Leadership Team for The Healing Space and part of the Program Evaluator Team for CDPH's LBTQ Health Equity Initiative.

Lakhvir Kaur is a doctoral student in the school psychology emphasis of our doctoral program working under Dr. Shane Jimerson. Prior to her studies here, Lakhvir attended community college and went on to transfer to California State University, Bakersfield where she earned her bachelor’s degree in Psychology. Post her graduation, Lakhvir attended California State University, San Bernardino where she graduated with an Education Specialist (Ed.S) degree and PPS Credentials in School Psychology. Her research interests include examining mental health outcomes in Sikh children who become victims of bullying and harassment and developing appropriate school-based interventions and practices. Furthermore, she is interested in exploring English Language Learner’s representation in Special Education, specifically related to identification and placement.

Simran Kaur is an M.Ed. student in School Psychology and a JEDI (Justice, Equity, Diversity, and Inclusion) Scholar at UCSB. She holds a B.A. in Psychology from the University of California, Riverside. During her undergraduate studies, she gained valuable experience as a behavior therapist, implementing evidence-based interventions and collaborating with multidisciplinary teams to support individuals with developmental disorders. Additionally, Simran volunteered extensively, assisting students from diverse backgrounds to overcome academic and social challenges. Simran aims to advocate for equity and inclusion and to support students' holistic development through comprehensive mental health services and culturally responsive practices. Simran aspires to work in schools serving diverse and historically underserved populations.

Sarely Licona is a doctoral student in Clinical Psychology working under Dr. Ty Vernon. She earned a B.S. in Brain and Cognitive Sciences from the University of Rochester in 2019. After graduating, she worked as a research assistant at the Autism Assessment, Research, Treatment, and Services (AARTS) Center at Rush University Medical Center in Chicago, IL. Her research interests include identifying barriers in accessing resources for under-served families with young children with autism spectrum disorder (ASD) along with cultural adaptations of existing parent-mediated interventions. She is also interested in bilingual assessment and intervention. Feel free to contact her at slicona@ucsb.edu(link sends e-mail).

Andrew Leyva is a M.Ed. student in School Psychology and a JEDI scholar. He graduated from CSU Long Beach with a degree in Psychology. During his undergrad, he worked at a psychology office administering neuropsychological assessments and providing cognitive remediation to patients. Additionally, he worked as a paraprofessional for special education in elementary schools to improve academic performance and support positive student behavior. Andrew is pursuing a career in school psychology to promote equity and advocate for student success.

Isabel López (she/her/ella) is a doctoral student in Counseling Psychology working with Dr. Andrés Consoli. She received both her Bachelor’s degree in Psychology-Honors and her Master’s degree in Clinical Psychology from California State University, Northridge. She is a Chancellor’s Doctoral Incentive Program (CDIP) Scholar, a Eugene Cota-Robles Fellow, and a Louis H. Towbes Fellow—prestigious recognitions granted by the CSU and UC systems. Isabel’s research interests center on examining and addressing facilitators and barriers to mental health care, particularly among the Latine population. She studies how factors such as acculturation, mental health knowledge, stigma, and accessibility of mental health care influence help-seeking attitudes and behaviors among minoritized populations. She also addresses the level of culturally relevant care provided to Latine and other minoritized communities seeking mental health services. Her clinical interests include the provision of bilingual psychotherapy (English and Spanish languages) and culturally responsive care. She is currently completing her doctoral internship at Arizona State University’s Counseling Services center. Please feel free to contact Isabel at isabellopez@ucsb.edu

Denise López Sosa (she/her/ella) is a second-year graduate student in the Department of Counseling, Clinical, and School Psychology working with Dr. Jill Sharkey. She graduated with Departmental Honors from Stanford University in 2021 with a bachelor’s degree in Psychology, a minor in Sociology, and a concentration in Health and Development. After graduation, she worked as the post-baccalaureate Lab Manager in the Child Affect and Behavior Lab at the University of Miami, where she worked on projects related to aggression and irritability in youth. Denise is interested in researching Latine parental engagement in schools. 

Jay Lorenzini is a Ph.D. student in Clinical Psychology working under Dr. Erika Felix. Jay holds a B.S. in Communication from Boston University and an M.S. in Mass Communications and Advertising from Virginia Commonwealth University. After 15 years as an advertising art director, he changed paths to pursue a career in psychology, completing the University of California, Irvine’s Post-Baccalaureate Program in Psychological Science. While at UC Irvine, Jay gained experience in trauma-focused research, working with populations including military veterans, unhoused individuals, and natural disaster survivors. His current research interests center on trauma, resilience, and mindfulness. Please feel free to contact him at jaylorenzini@ucsb.edu.

Julian McGuinness is a Ph.D. student in School Psychology working under Dr. Matt Quirk. His research interests include early language and literacy education, social-emotional development, and school readiness. Julian grew up in Santa Cruz, California. He received his B.S. in Psychology with a minor in Spanish from Colorado State University. After receiving his degree, Julian worked as a Pre-K teacher and early childhood STEM specialist in Salt Lake City, Utah. He is passionate about supporting students, families, and educators in early childhood and elementary settings through research and evidence-based practices. In his free time, he enjoys surfing, hiking, and camping.

Natalie Mikaeli is a M.Ed. student in School Psychology and JEDI (Justice, Equity, Diversity, and Inclusion) Scholar. She received her B.S. in Psychological and Brain Sciences with a minor in Applied Psychology from University of California, Santa Barbara. As an undergraduate, she acquired experience in facilitating social-emotional learning skills in small group tier 2 instruction and promoting prosocial play activities with elementary-aged students. After earning her degree, Natalie worked as a content specialist at an elementary school in Goleta where she implemented Positive Behavior Intervention and Supports on the playground. She is currently continuing to work in schools with TK-6 students. Natalie hopes to become a practitioner at the elementary level so she can provide services to all students, including those from historically underserved populations with an aim to understand each student's socioeconomic, cultural and linguistic background.

Allie Mittelstet is a doctoral student in School Psychology working under Dr. Shane Jimerson. Allie earned a BA in Psychology with a minor in Applied Psychology at the University of California--Santa Barbara, where she worked in child cognitive psychology and evolutionary psychology research. Allie has worked for nonprofit mental health organizations in the Santa Barbara area, including SB Response Network and the Glendon Association, to promote mental health advocacy and provide emergency psychological support at the community level. Her current research interests include development of early intervention and preventionary systems in K-12 settings, school systems support, multi-tiered systems of support, and accessibility of information. For any questions or to find out more, you can contact Allie at amittelstet@ucsb.edu(link sends e-mail).

Alice Mullin is a doctoral student in the School Psychology emphasis under Dr. Jill Sharkey. She graduated from Scripps College with a B.A. in psychology. Following graduation, she began working as a project coordinator in Dr. Allison Harvey’s lab at UC Berkeley, where she worked on research focusing on the development and implementation of a behavioral sleep intervention for both youth and adults. Currently, her research interests include reducing barriers to and improving engagement with evidence-based treatments within youth systems, with a particular focus on the sustainment of successful interventions in schools. Most recently, she has also become interested in examining the role of school climate as a barrier/motivator to sustainment. She is particularly interested in increasing historically underserved populations’ access to such interventions via school systems. Her dissertation is examining the ways in which certain implementation constructs predict the sustainment of trauma informed practices in schools. 

Emanuel Perez is a doctoral student in School Psychology working under Dr. Matthew Quirk. He received his B.A. in Psychology and an Applied Developmental Psychology minor from UCLA. Before beginning his Ph.D., Emanuel was a teacher's aide, completing assessments to gauge children's learning. Emanuel also worked as an infant/toddler teacher at UCSB's Early Childhood Care program. His research interests include early intervention practices that support children's socio-emotional and academic readiness. Emanuel is also interested in the ways school psychologists can draw on the linguistic and cultural backgrounds of families to understand the influences on children's socio-emotional and academic readiness. Please feel free to contact Emanuel at emanuelperez@ucsb.edu(link sends e-mail).

Georgia Eleni Perris is a doctoral student in the Clinical Psychology emphasis working with Dr. Erika Felix. She earned her B.A. in psychology with a minor in applied developmental psychology from the University of California, Los Angeles (UCLA). After graduation, she served as lead research coordinator at UCLA, where she worked on community-based projects aimed at reducing disparities and improving access to services for youth with sexual abuse histories, particularly those involved with the child welfare and juvenile justice systems. As a UC Regents Scholar, Georgia's research focuses on factors that support adjustment after traumatic events, with a special interest in traumatic loss and grief, as well as evidence-based interventions that promote healing. She is also passionate about blending creative expression with mental health, using the arts to support those impacted by trauma and help transform their experiences into healing art. In her free time, she likes to surf, play basketball, and paint. To contact Georgia, you can reach her at georgiaperris@ucsb.edu.

Grace Peterson is a M.Ed student in the school psychology program. She received a Bachelor of Science in Psychology with a minor in Child Development from California Polytechnic State University, San Luis Obispo where she was involved in both research and clinical experience. Grace is originally from Clovis, California. She was a research assistant across a few different labs during her undergrad. Grace has an extensive background working with children of all ages. She has worked in two different behavioral health clinics delivering ABA services to children with autism. During her undergrad, Grace worked for a nonprofit that provided mentorship services to at-risk youth in the community. Grace is interested in early identification of learning disbailties and the importance of early intervention/prevention services from the vantage of a practitioner.

Angela Pollard (she/her) is a doctoral student in the School Psychology emphasis working under Dr. Jill Sharkey. Her research interests include the implementation of effective school-and community-based supports for youth who are at-risk of legal and/or child welfare system involvement. Through her work in The Healing Space (a speciality clinic staffed by Black clinicians for the local Black community) and Santa Barbara Unified School District, she has supported youth and adults with individual counseling services, comprehensive psychoeducational assessments for special education services, school-based youth development programming, and advocacy efforts. Prior to attending UCSB, Angela earned her Master of Science in Psychology from Drexel University under the research mentorship of Dr. Naomi Goldstein, and a Bachelor of Arts in Sociology from Yale University.

Jennifer Quintanilla is a doctoral student in School Psychology working with Dr. Shane Jimerson. Originally from Anaheim, California, she attended Fullerton College prior to transferring to UC Berkeley where she received her B.A. in Psychology and minors in Education and Chicanx/Latinx Studies. During her time in the Bay Area, she served as a research assistant for UCSF’s Fuerte lab, examining the efficacy of a school-based mental health program for newcomer immigrant adolescents. Upon graduation, she became a clinical research coordinator for Fuerte and continued to serve newcomer youth. Her current research interests include examining how school climate affects school engagement and socioemotional health as well as examining protective and drop-out factors in Latinx adolescent students. In her free time, she enjoys going to concerts, playing video games, and exploring new places. Please feel free to contact her at jquintanilla@ucsb.edu.

Amaranta Ramirez is a doctoral student in the counseling emphasis in the CCSP program working with Dr. Alison Cerezo. She earned her undergraduate degree at the University of California Dominguez Hills and obtained her Masters in Counseling during her second year in CCSP. Presently, Amaranta is a APA Minority Fellow. Her research interests are in social media use with LGBTQ teens and young adults, focusing on improving mental health through virtual connectedness and community. She also conducts research on the impacts of alcohol on sexual minority women. Please feel free to contact her at amaranta@ucsb.edu(link sends e-mail)

Nic M. Ramirez, M.A (she/they) is a fourth-year Ph.D. student in Counseling Psychology working under the mentorship of Dr. Alison Cerezo. They earned their B.A. with highest honors in Cultural Anthropology, with a minor in Applied Psychology, and their M.A. in Counseling Psychology from UC Santa Barbara. Nic currently serves as a lead graduate student strategist for the California Department of Public Health (CDPH) on a statewide initiative aimed at reducing health disparities among LGBTQ+ women and nonbinary Californians. As a recent awardee of the Enhancing Diversity in Alcohol Research training program, hosted by the Medical University of South Carolina, Nic integrates their clinical work with research to advance trauma-informed, prevention-focused substance use and dual diagnosis care. Their research explores the complex intersections of trauma and upstream drivers of substance use, particularly alcohol use, within underserved LGBTQ+ women and nonbinary communities of color. Nic may be reached at nicoleramirez@ucsb.edu. 

Eddie Omar Ramírez (he/him/él) is a PhD student in the Counseling Psychology emphasis working under Dr. Alison Cerezo. Prior to UCSB, Eddie was an NIH-funded BUILD PODER Scholar at California State University, Northridge, where he graduated Magna Cum Laude with his BA in Psychology. He also earned his AA in Psychology, Sociology, Chicano Studies, and Gender Studies from Los Angeles Pierce College. Eddie’s research interests lie at the intersection of psychology and technology, particularly using technology as a medium for increasing accessibility to mental health resources and reducing health disparities among historically marginalized and minoritized individuals and communities. Currently, he is also a researcher on an initiative by the S.H.E. lab and the California Department of Public Health evaluating the health equity outcomes of community organizations that serve LBTQ women, non-binary, and binary transgender people. You can contact Eddie at eor@ucsb.edu.

Rachel Reazer is a student in the School Psychology M.Ed. program. Rachel earned both B.A. in Sociology & Applied Psychology and M.Ed. in School Psychology from UCSB. She is currently engaged in third-year school-based internship. Rachel’s goals in the field of School Psychology are driven by her passion for supporting students with disabilities and contributing to school-based mental health access. 

Amber Reinke is a doctoral student in School Psychology working under Dr. Shane Jimerson. Amber graduated from the University of California, Los Angeles with a Bachelor of Arts degree in Psychology and minors in Education Studies and History. At UCLA she assisted in implementing a manualized evidence-based social skills intervention for youth struggling to make and maintain friendships. Before beginning her Ph.D., Amber also served as research coordinator for the UCLA ADHD and Development Lab testing longitudinal predictions of adolescent peer relationships and academic functioning from childhood aggression, anxiety, and depression in youth with and without ADHD. Her current research interests are focused centrally on revealing the processes and mechanisms through which early symptoms of psychopathology potentiates negative school related outcomes. She also aims to study how to develop and implement interventions to meet the unique needs of diverse individuals in school-based settings. Please feel free to contact her at amberlreinke@ucsb.edu.

David B. Rivera is a doctoral candidate in Counseling, Clinical, and School Psychology working under Dr. Alison Cerezo. He is a scholar in the National Institute on Alcohol Abuse and Alcoholism (NIAAA)-funded Enhancing Diversity in Alcohol Research (EDAR) program. David’s research examines health disparities among sexual and gender minorities (SGM) with a particular focus on SGM of color. His scholarship focuses on areas like HIV prevention, mental health, stress, and substance misuse utilizing an intersectional health psychology lens. He is committed to leveraging clinical research to promote health equity for diverse individuals. You may contact David via email at drivera@ucsb.edu

Amelia Robinson is a M.Ed student in school psychology. She is originally from Northern California and received her B.S in Psychology from Villanova University. During undergrad, she worked as a research assistant on projects relating to how children learn in formal and informal learning environments. She also served as a clinical intern in a child psychology clinic, working with clients ages 4-22 with a variety of behavioral and social-emotional needs. She is currently working as a Teaching Assistant in a preschool classroom. She is interested in early intervention, mental health and learning disabilities. Amelia hopes to work in an elementary school with historically underserved populations. Please feel free to contact her at ameliarobinson@ucsb.edu.

Darielle Robinson is a Masters student in School Psychology and a JEDI fellowship recipient. Prior to attending UCSB, she received her bachelor’s degree from the University of Michigan. After obtaining her bachelors degree, Darielle taught second and third grade in Michigan for 2 years. She then moved to China and taught English to preschoolers for 2 years, implementing a new and interactive English learning curriculum. Darielle then moved to the southwestern delta region of Alaska and taught kindergarten through sixth grade for 2 years. While there, she founded and ran various programs, including a reading program that successfully raised students’ reading scores each year. Darielle hopes to combine her vast teaching experiences with a school psychology degree to help students find their voice and achieve equity in every aspect of their lives.
Contact info: darielle@ucsb.edu 

Arnold Rodriguez Robles is a doctoral student in School Psychology at UC Santa Barbara, working under the mentorship of Dr. Matt Quirk. He earned his M.S. in School Psychology from CSU Monterey Bay and his B.A. from UC Santa Cruz. His research centers on scale development, psychometrics, and early cognitive development, with a particular focus on language acquisition and executive functioning within educational contexts. Further, Arnold's work is inspired by his experience as a dual-language teacher, and he hopes to contribute to the field of school psychology by using quantitative methodologies to develop culturally and linguistically responsive assessment measures that support diverse learners. 

Christina Rosa is a doctoral student in the Clinical Psychology emphasis working under Drs. Maryam Kia-Keating and Miya Barnett. She received her B.S. in Psychological and Brain Sciences from the University of California, Santa Barbara in 2021. Following graduation, she worked as a clinical research coordinator at the University of California, San Francisco, where she focused on mindfulness interventions for women exposed to adverse childhood experiences (ACEs). Her current research interests center on community-based participatory methods and implementation science, with a focus on understanding social determinants of health and addressing disparities in mental health outcomes. She is especially interested in strengths-based trauma interventions that are both accessible and practical, aimed at providing support to parents and their families as they navigate these challenges. Please feel free to contact her at christinarosa@ucsb.edu. 

Kaylin Russell is a doctoral student in Clinical Psychology working with Dr. Ty Vernon. She earned a B.A. in Psychology from Michigan State University in 2018. Following graduation, she worked as the manager of the Michigan State University Autism Research Lab under Dr. Brooke Ingersoll. Her current research interests include examining the feasibility, acceptance, and efficacy of social skills groups for autistic teenagers and school-aged children with ASD. She also implements parent coaching interventions such as PRT and PCIT. She really enjoys working with each of her clients in the Koegel Autism Center’s assessment and intervention clinics.

Hanan Salem is a doctoral student in Clinical Psychology working under Dr. Miya Barnett. She received her Bachelor of Arts degree in Psychology at Florida International University. After graduating, she worked as a project coordinator on the Kids FACE FEARS study, a PCORI-funded study that examined the effectiveness of therapist-led and online Cognitive Behavioral Therapy (CBT) for youths within pediatric settings. During this time, she also worked on several projects that explored various models of Parent-Child Interaction Therapy (PCIT) aimed at increasing the accessibility of and engagement in PCIT across diverse families. Her research interests include addressing mental health disparities within diverse and underserved children and families that have experienced disasters and adversity by increasing the access to and quality of evidence-based services within these populations. Feel free to contact her at hsalem@ucsb.edu(link sends e-mail).

India Sanders is a Ph.D. student in Counseling Psychology at UCSB working under Dr. shola shodiya-zeumault. Her research explores the relationship between race and mental health outcomes in marginalized communities, with a focus on promoting resilience and addressing racial trauma. India is dedicated to advancing social justice through her work, aiming to provide essential mental health resources and create supportive spaces for Black and Brown communities. She is an active advocate for community healing and mentorship, striving to uplift underserved populations. Outside of academia, India enjoys organizing healing events and fostering connections that inspire growth and empowerment.

Daniela Sarmiento Hernández is a doctoral candidate in Clinical Psychology working with Dr. Kia-Keating and Dr. Barnett. Daniela received her B.S. in Psychobiology from UCLA in 2020, and her M.A. in Counseling Psychology from UCSB in 2023. Her research and clinical interests lie at the intersection of psychology, biology, and culture. She is particularly interested in studying mindfulness-based programs (MBPs) through a community-based participatory research (CBPR) lens to inform the development of interventions for Latinx youth and families. She is also interested in exploring the role of technology to enhance mental health accessibility. Clinically, she has worked at Calm and Santa Barbara Neighborhood Clinics, supporting underserved Spanish-speaking children, adolescents, and families impacted by trauma. She is also a part of the Koegel Autism Center, where she offers behavior skills training and conducts assessments. 

Solana Segal is a doctoral student in Counseling Psychology working under Dr. Nolan Krueger in the WE-Initiative lab. She earned a B.A. in Intensive Psychology and a B.A. in Education, Democracy, and Justice from the University of California, Santa Cruz, in 2023. During her undergraduate studies, she served as the lab manager for the Race & Social Justice Lab and was a Registered Behavioral Technician for autistic children. After graduation, she took on roles as a research coordinator for a neurodevelopmental medical company and as a responder on the suicide hotline. Her research interests focus on the mental health of multiracial Americans and suicide prevention and intervention for vulnerable communities. She is especially interested in intersectional frameworks and the unique experiences of multiracial individuals within the LGBTQ+ community. Please feel free to contact her at solanasegal@ucsb.edu.

Pauline Serrano is a doctoral student in School Psychology working under Dr. Jill Sharkey. She holds an MA in Psychological Science and a BA in Honors Psychology with a minor in Child and Adolescent Development from California State University, Northridge (CSUN), where she also serves as part-time faculty. Pauline’s research explores the influence of individual, family, school, and community factors on the mental and physical health and academic success of underserved minority students. Specifically, she is interested in the role school psychologists play in strengthening connections between families and school staff. Her long-term goal is to become a professor who mentors and supports the next generation of underrepresented scholars and contributes to expanding inclusivity in school psychology. Feel free to contact Pauline at jeanpauline_serrano@ucsb.edu.

Madeline Spiess is a doctoral student with an emphasis in School Psychology working with Dr. Erin Dowdy. She received her B.A. in Psychology from University of San Francisco. After graduation, she worked at UCSF within the Hyperactivity, Attention and Learning Problems (HALP) Clinic. For two years, Madeline was the lead project coordinator for the Collaborative Life Skills Program, a school-home intervention focused on behavioral parent training, child skill building, as well as teacher consultation and professional development. Her current research interests include the exploration of contextual and interpersonal factors that contribute to enhanced relationships, well-being, and efficacy among educators and students. Madeline is also engaged in work surrounding transformative social-emotional learning, intentional school climate initiatives, and parent-child interaction therapy (PCIT). She emphasizes the power of relationships within her research and intervention work, leveraging these connections to support intentional approaches that lead to lasting change at individual, community, and system levels. Please feel free to contact her at mspiess@ucsb.edu

Sierra Steinert is a student in the M. Ed School Psychology program at the University of California, Santa Barbara. She is in the second cohort of JEDI scholars, a program with defining values of Justice, Equity, Diversity, and Inclusion. She earned her B.S. in Psychological and Brain Sciences, with a minor in Applied Psychology at UCSB. During her undergraduate studies, Sierra participated as a research assistant under Dr. Maryam Kia-Keating and a number of Clinical Psychology doctoral students. She also participated as a facilitator for Peer Buddies, delivering social skills interventions for individuals with social difficulties. Sierra currently works at the Orfalea Family Children’s Center as a teacher in the infant program. She is interested in early intervention services, Parent-Child Interaction Therapy (PCIT), social-emotional learning, and providing high-quality services as a school psychologist in the future. Feel free to contact her at sierrasteinert@ucsb.edu

Grace Stewart is a M.Ed. student in School Psychology and a JEDI (Justice, Equity, Diversity and Inclusion) Scholar at UCSB. She received a Bachelor of Science in Psychology from Seattle University in 2019. As an undergraduate, Grace worked as a research assistant at the Center for Child and Family Well-Being at the University of Washington where she assisted in research examining overall well-being for first time mothers and their infants. After earning her degree, Grace continued working in labs at the University of Washington where she worked on projects involving brain imaging and Autism Spectrum Disorder. She then gained more hands-on experience in a classroom setting and became a special education instructional assistant at Bailey Gatzert Elementary School in Seattle, WA. Grace is interested in improving access to mental health services in schools, early intervention and identification of disabilities and the importance of being a culturally responsive future school psychologist.