Current Students

KRISTEN ASHBAUGH

Kristen Ashbaugh is a doctoral student in Clinical Psychology and working under Dr. Robert Koegel.  She received a BA in Economics from the University of California, Los Angeles, and recognized in her senior year that her passion was in the field of psychology.  Following her undergraduate studies, she worked as the Clinic Coordinator at the Koegel Autism Center at UCSB until starting the CCSP program in 2011.  During her time at UCSB, her research interests include clinical intervention techniques for adolescents and adults with Autism Spectrum Disorder. Specifically, she works primarily with college students and adults on behavioral interventions to improve their communication, social, independent living and vocational skills. In addition to her work at the Autism Center, she was previously an intern at the UCSB Alcohol and Drug Program and and the Psychiatric Health Facility with the County of Santa Barbara. Please feel free to e-mail her at kristen@education.ucsb.edu.

SARAH BABCOCK

Sarah Babcock is a doctoral student with an emphasis in School Psychology. She currently works under Dr. Shane Jimerson and is involved in two projects at Isla Vista Elementary School. One is an anti-bullying project called Promoting Positive Peer Relations (P3R), for which she implements a weekly curriculum, in partnership with a colleague, to a 5th grade classroom. The other is a project called Power of Play aimed at promoting prosocial peer relations through facilitating prosocial behaviors during recess. She received her B.A. in Psychology with a minor in Education from University of California, Berkeley in 2008, where she was a research assistant in the sleep lab. She has also served as a tutor/mentor and a college and financial aid advisor for East Bay Consortium, a California Student Opportunity and Access Program (Cal-SOAP), founded to develop and improve educational opportunities for students in the East Bay. From 2009-2013, she served as a mental health counselor at a board and care facility for adults with mental illnesses, a behavior therapist for children with Autism Spectrum Disorders, a teacher’s aid for Montessori schools, both a lower elementary classroom and a preschool, and as an instructional aid for special education/severely handicapped students in Goleta Union School District. She currently assists in an English Language Learner classroom once per week, and is currently involved in a mentorship program for high school students at risk of drop out at San Marcos High School called Check, Connect, and Respect (CCR). Feel free to email her at  sbabcock@education.ucsb.edu

AMY BARRETT

Amy Barrett is a doctoral student with an emphasis in Clinical Psychology under Dr. Ty Vernon. She received her B.A. in Psychology from the University of Texas at Austin in 2012, where she gained experience in both developmental and clinical research. Following her undergraduate work, she spent two years as Manager of the Child Developmental Laboratory at Carnegie Mellon University and a behavioral therapist to children on the Autism Spectrum in home, school, and community settings. Her current research interests include neurological reward processing of language and expressive language development in children diagnosed with autism spectrum disorder. Her clinical work entails assessment/diagnosing for the Koegel Autism Center Assessment Clinic as well as providing PRT therapy to clients diagnosed with Autism Spectrum Disorder.  Feel free to email her at abarrett@education.ucsb.edu.

KATHERINE CARNOZZO

Katherine Carnozzo is a doctoral student with an emphasis in School Psychology. She received her B.A. in Political Science and History at Universtiy of California, Davis and a Masters in Education at Harvard University, studying cognitive neurosicience and education. She currently works under Dr. Erin Dowdy. Her research interests include working with schools to determine the best practices in universal screening for social emotional well being at all stages of development- elementary, middle and high school age students. Feel free to reach her at kcarnazzo@education.ucsb.edu

DIANA CAPOUS

Diana Capous is a doctoral student with an emphasis in Clinical Psychology under Dr. Maryam Kia-Keating. She received her B.S. in Human Development from Cornell University in 2009. She has three years of experience working with various cultural and racial groups through her work with the Cognitive Development lab at Cornell University, and with Project STEP (Successful Transitions in Ethological Perspectives) at the University of Rochester. Her current research projects include applying community based participatory research approaches in her work with Proyecto HEROES (Honor, Education, Respect, Oportunity, Hope, Solutions), a community-university collaborative that focuses on the impact of violence and trauma on Latino/a youths' lives. While at UCSB she has done research in a high school using photovoice methods, and in the Hosford clinic conducting a study on daily experiences of stress and coping with trauma-affected clients. Her research interests include the intersection of culture, trauma and resilience in the context of family and community-level prevention and intervention to facilitate healthy developmental trajectories for Latino youth and families. She is also interested in examining the application and adaptation of evidenced-based treatments, such as Parent-Child Interaction Therapy, for diverse cultural groups and contexts. For more information, please to contact her at dcapous@education.ucsb.edu

ANDREW CHOI

Andrew Choi is a doctoral student with an emphasis in Counseling Psychology under Dr. Tania Israel. He received his HBS in Psychology and Sociology from University of Utah in 2013. His  primary research interests focus on identity intersections (e.g., culture, race, sexuality), and the psychological mechanisms through which they are organized and influence mental health. He is specifically interested in the psychosocial antecedes that support resilience in contexts of multiple minority stress. His secondary research involves multicultural education and counseling, in particular the motivational and regulatory processes that underlie the development of multicultural awareness and competence. Please feel free to contact him at achoi@education.ucsb.edu.

SHEREEN COHEN

Shereen Cohen is a doctoral student in Clinical Psychology and working under Dr. Robert Koegel.  She earned her Bachlor's degree in psychology at UC San Diego, graduating from the Honor's program, Magna Cum Laude. After completing her B.S., she worked at UCSD as a research assistant in the Center for Human Developmant and the Infant Vision Lab, and then as the Lab Coordinator at the Infant Vision Lab. Realizing her passion for working with families affected by autism, Shereen pursued and completed her Master's Degree in Clinical Psychology at the University of Hawaii at Manoa. She is now pursuing her doctoral degree at UCSB with a research and clinical focus on Autism Spectrum Disorders. She has worked with individuals on the autism spectrum, both in a treatment and research capacity since 2009, and is excited to help adults with autism learn skills that will help them succeed in their professional and personal lives, and conduct research that will inform treatment procedures and support services.

TAYLOR DAMIANI

Taylor Damiani is a doctoral student  with an emphasis in Counseling Psychology. She began her career as a 6th grade teacher and coach at an inner-city school in Brooklyn. She then worked with a team at NYU as a therapy intervention co-developer and facilitator for girls in the NYC Juvenile Justice System. Taylor currently works under Dr. Conoeley to explore and create interventions that can increase individual, family, and couple well-being.  Her research interests includes studying the mechanisms that predict grit. Feel free to email Taylor at tdamiani@education.ucsb.edu.

KELLY EDYBURN

Kelly Edyburn is a doctoral student in School Psychology. She received her B.A. in English and Spanish from the University of Oregon. She currently works under Dr. Matt Quirk, and her research interests include early language and literacy development among dual language learners, school readiness of students from vulnerable populations, family-school partnership, and culturally and linguistically responsive pedagogy, assessment, and intervention. Feel free to contact her at kedyburn@education.ucsb.edu.

ERIN ENGSTROM

Erin Engstrom is a doctoral student with an emphasis in Clinical Psychology under Dr. Robert Koegel. She received her B.A. in Psychology with minors in applied psychology and Speech & Hearing sciences at UCSB in 2013.  As an undergraduate, she worked in Dr. David Sherman’s social psychology lab examining climate change mitigation behavior and political decision-making.  She also worked in Dr. Robert Koegel’s lab assisting with various research projects and serving as a peer mentor for a young adult with Asperger’s syndrome. Following graduation, she served as Clinic Coordinator and a student clinician at the UCSB Koegel Autism Center. Currently, her research interests include examining empathy expression in individuals with autism and further developing Pivotal Response Treatments for home, school and community settings. Specifically, she is interested in creating accessible resources through parent education and early identification for infants and toddlers at risk of an autism diagnosis. Feel free to contact her at erin@education.ucsb.edu

AILEEN FULLCHANGE
Aileen Fullchange is a doctoral student with an emphasis in School Psychology emphasis under Dr. Michael Furlong.  She received her B.A. in physics from the University of California, Berkeley. Prior to coming to UC Santa Barbara, she worked with autistic youth, was a bicycle messenger n New York City, traveled with a carnival in the Midwest, and then eventually found her calling in education and became a middle school teacher in Oakland, California. She became an educational consultant for high-needs districts around the nation. Her current research interests include social-emotional learning in schools and increasing empathy among students and teachers in order to foster student well-being and resilience.  She is currently developing and measuring the effectiveness of the HEROES Project, an empathy-based intervention for adolescents.  She can be contacted at afullchange@education.ucsb.edu.

AARON HADDOCK

Aaron Haddock is a doctoral student with an emphasis in School Psychology. His advisor is Dr. Shane Jimerson. He received his B.A. in History from Point Loma Nazarene University and his M.A. in Modern European Studies from Columbia University. After college, he studied German language, philosophy and literature at the University of Vienna on a Fulbright Scholarship while teaching English part-time at a local school. Aaron has a M.A. in Education from Antioch University and a Multiple Subject Teaching Credential. For the past six years, he has enjoyed teaching fourth grade. His research interests include: elementary education, school climate, early intervention and prevention, domain theory and the developmentalist approach to moral education, social-emotional learning, the history of psychology, and ethical philosophy.

KAYLEIGH HUNICUTT

Kayleigh Hunicutt is a doctoral student with an emphasis in School Psychology. She received her B.S. in Psychology from California Lutheran University in 2007 and her M.A. in Experimental Psychology from California State University, Northridge. She also obtained a position as a Research Assistant for Ventura County Health Care Agency, where I assisted with and conducted evaluations on multiple county programs and projects. She currently works under Dr, Jill Sharkey where she evaluates outcomes for adult offenders in the local community and in the local Drug Court programs. She also works with Dr. Jill Sharkey to examine new and exciting grants coming up that involve at-risk youth and youth already involved in the criminal justice system.

LUKE JANES

Luke Janes is a doctoral student with an emphasis in School Psychology working under Dr. Jill Sharkey.  He received B.S.'s in Cognitive Science and Ecology/Evolution from UC San Diego in 2003, an M.Ed. in Education from UC San Diego in 2007, and a M.A. in Multicultural Counseling from San Diego State University in 2012.  He has worked as public school teacher, a case manager at a homeless youth shelter, a counselor and program leader for several youth camps, and a diversity trainer for staff and students at various schools and community organizations.  He helped create a youth activism camp that now operates in three states, and co-directed a training program for diversity trainers.  He is currently working with Jill Sharkey in evaluating Santa Barbara County Drug Court and Mental Health Treatment Court, as well as community programs aimed at decreasing juvenile delinquency.  He is particularly interested in Restorative Justice approaches to deepen community integration and resilience in the face of transgressions.

LAUREN KOCH

Lauren Koch is a doctoral student with an emphasis in Clinical Psychology working under Dr. Merith Cosden.  She received her B.S. in Psychology with a minor in Women Studies from the University of Washington in 2010.  Her research interests include trauma and posttraumatic growth, with a specific interest in female survivors of sexual violence.  She has worked under Dr. Merith Cosden on several grants evaluating outcomes for adult participants in local Drug Court programs, including a Family Treatment Drug Court and a Veterans Treatment Court.  Feel free to contact her at lkoch@education.ucsb.edu

LINDSEY LILES

Lindsey Liles is a doctoral student with an emphasis in Clinical Psychology. She received her M.A. in Clinical Mental Health Counseling from the University of Mary Hardin Baylor. She is currently working on a few projects related to Sport Psychology, Mental Toughness, and Athletic Identity Development. I'd like to expand this to include Athletic Injury and Transitions From Sport. Additionally, She work in Dr. Merith Cosden's lab with Veterans Treatment Court. Her lifelong interest and involvement in sports let me to pursue a career in Sport Psychology.  Feel free to contact her at lliles@education.ucsb.edu

SABRINA LIU

Sabrina Liu is a doctoral student with an emphasis in Clinical Psychology. She received her B.A. in Clinical Psychology from Tufts University. After her undergraduate career, she  worked as the clinical research coordinator for the Harvard Study of Adult Development then moved to India to work with Sangath, a mental health research NGO, on a number of youth-focused community-based projects. Sabrina currently works with her advisor, Dr. Maryam Kia-Keating, classwork, as an assessment specialist at a local community clinic for youth and families. Feel free to contact her at sliu@education.ucsb.edu

STEPHANIE MOORE

Stephanie Moore is a doctoral student with an emphasis in School Psychology under Dr. Erin Dowdy. She received her B.A. in Psychology from the University of California, Los Angeles in 2013. During her undergraduate career, she worked in the Child FIRST (Focus on Innovation and Redesign in Systems and Treatment) lab on a randomized control trial testing the effectiveness of a flexible, modular evidence-based treatment for children and adolescents with psychopathology. Her current research projects include  working on a program evaluation for First 5 Santa Barbara County as well as working with schools to coordinate universal screening and follow-up interventions. Her research interests include the intersection of risk and resilience in the context of school-based prevention and early identification and intervention and understanding the developmental trajectories of risk and resilience. Specifically, she is  interested in supporting students through school-wide, universal efforts to address risk while also promoting strengths and positive development as part of multi-tiered systems of support. Feel free to contact her at smoore@education.ucsb.edu

MERCEDES FERNANDEZ OROMENDIA

Mercedes Fernandez Oromendia is a doctoral student with an emphasis in Counseling Psychology under Dr. Collie Conoley. She received her B.A. in Psychology from University of MN, Twin Cities. Shortly after graduation, she served in a middle school in South LA with Americorps where she cemented her passion to work with Latinos. Her research interests include strength based approach to Latino mental health and in bicultural identity development for immigrants. Feel free to contact her at Mercedes@education.ucsb.edu

ANAHITA NAVAB

Anahita Navab received her B.A. from UCLA in Psychology in 2010, where she began her research on early identification of autism spectrum disorders (ASD). From 2010-2012, she began her exploration of early intervention for individuals with ASD, which she began to passionately pursue in conjunction with intervention research. Upon entering the CCSP program with an emphasis in Clinical Psychology, she could not imagine a graduate program that would better capture the interplay of research and clinical practice through the lens of the scientist-practitioner model. She feels that this stance is especially embraced by the Koegel Autism Center and has been fortunate enough to pursue this multi-faceted approach to intervention research for individuals with ASD through this work at KAC. Anahita uses the scientist-practitioner model to focus her treatment efforts on early intervention for ASD assessed with the use of eye-tracking software, as well as treatment focused on emotion regulation for adults with ASD. Please feel free to email her at anavab@education.ucsb.edu.

EVELYN WINTER PLUMB

Evelyn Winter Plumb is a doctoral student with an emphasis in Counseling Psychology working in the lab of Dr. Collie Conoley. She received her B.A. in Psychology & Sociology from the University of California at Santa Cruz in 2008, and her M.A. in Counseling Psychology from the University of California at Santa Barbara in 2015. Before joining CCSP, she worked as a research assistant in several labs at both UCSC and Stanford, where she performed research on a range of topics including Spatial Orientation, Dispositional Sociolinguistics, and interventions to promote the academic success of female and racial/ethnic minority students in STEM fields. Her current research interests include psychotherapy process and outcome, associations between implicit theories of personality/cognition and resilience, and psychological flexibility in mindfulness-based psychotherapy. Please feel free to contact her at eplumb@education.ucsb.edu.

JOSH SHELTZER

Josh Sheltzer is a doctoral student with an emphasis in Counseling Psychology under Dr. Andrés Consoli. He received his B.A. in Psychology with a minor in Music from the University of California, Berkeley in 2013. During his undergraduate years, I worked in a lab studying relative numerosity in squirrels. After Berkeley, he moved back home to the central valley of California where I worked at Tulare Youth Service Bureau, a clinic designed to serve the underprivileged youth population of Tulare County. He is currently working with Dr. Andrés Consoli to edit a Comprehensive Textbook of Psychotherapy, submit an encyclopedia article on Personalismo, and begin working on a project concerning access and utilization of mental health services. Feel free to contact him at jsheltzer@education.ucsb.edu

ALEXIS STANLEY-OLSON

Alexis Stanley-Olson is a doctoral student with an emphasis in Clinical Psychology working under Dr. Merith Cosden.  She received her B.A. in Psychology with a minor in Applied Psychology from UCSB, where she assisted with research in both applied psychology and psychological sciences.  She began her graduate studies investigating the mind-body connection and has focused on specializing in psychological assessment.  She is a member of the American Psychological Association, Society of Personality Assessment, and more recently of the Santa Barbara Psychological Association.  She can be reached at astanleyolson@education.ucsb.edu.

SRUTHI SWAMI

Sruthi Swami is a doctoral student in the School Psychology emphasis under Dr. Matt Quirk. She received her B.A. in Psychology and French and Francophone Studies at Barnard College, Columbia University in New York City. Following graduation, she taught middle school math, worked in curriculum development, and mentored students at a charter school in Newark, New Jersey. At UCSB she currently conducts research in a few different areas. Within the Quirk lab, she has worked on projects related to the intersection of early literacy, English Language Learners, achievement trajectories, and literacy-related motivation and engagement in high school students. She is also working under Dr. Jill Sharkey for the RED Grant, in which they study racial and ethnic disproportionalities in the high school to prison pipeline system, also looking at best practices in creating equitable discipline policies within local school districts. Feel free to contact her at sswami@education.ucsb.edu.

MARIA D. VAZQUEZ

Maria D. Vazquez is a doctoral student with an emphasis in Counseling Psychology under Dr. Melissa Morgan-Consoli. She received a double B.A. in Sociology and Applied Psychology and Human Development from the Lynch School of Education at Boston College in 2015. As an undergraduate, Maria worked with professors studying everything from the development of moral-cognitive decision making skills of first-year undergraduate students to the effects of microaggressions on the mental health of South and Southeast Asian college students. She also completed independent research with the support of the McNair Scholars Program to study Latino men's college persistence rates, and, later, the mental health effects of Latino men's emotional support networks under the fellowship of the Thea Bowman AHANA & Intercultural Center and the Montserrat Coalition of Boston College. Her research and clinical interests have taken her to Quito, Ecuador and Madrid, Spain, where she interned at a psychiatric clinic under Dr. Enrique Rojas Montes that focused on the research and treatment of personality and depressive disorders. Her current research interests include resilience, thriving, and wellness in the Latinx community, access and utilization of mental health services, and access to higher education, all from a strong social justice perspective. Feel free to email her at mvazquez@education.ucsb.edu

AVERY VOOS

Avery Voos is currently a doctoral student with an emphasis in Clinical Psychology working under Dr. Ty Vernon. She received her  B.A. in Psychology from Wake Forest University with a minor in Communication in 2009. After her undergraduate work, she spent three years working in the Child Neuroscience Laboratory in the Autism Program at the Yale Child Study Center. Her research interests include using fMRI to investigate the underlying neural mechanisms of positive behavioral change in young children with an autism spectrum disorder (ASD) after receiving pivotal response treatment (PRT). More generally, she is  interested in taking a multidisciplinary approach to the study of social perception and early intervention in autism. Currently, she is working on a grant received from Autism Speaks to explore the effects of PRT in the brain in young children with ASD. Feel free to contact her at avoos@education.ucsb.edu

HANNAH WEISMAN

Hannah Weisman is a doctoral student with an emphasis in Clinical Psychology working under Dr. Maryam Kia-Keating. She received her B.A. in Psychology from Pitzer College in 2009. After graduating, Hannah worked as a research assistant in the Department of Psychiatry at Stanford University for a community-based, randomized controlled trial of an online eating disorders prevention program. Hannah’s research interests include stepped-care prevention and treatment for eating disorders, the integration of eating disorder prevention with other school-based mental health efforts, stigma toward mental illness, weight stigma, and shared risk factors for eating disorders and obesity. Please feel free to email her at hweisman@education.ucsb.edu.

*Questions related to the program's accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation