Counseling, Clinical, and School Psychology Current Students

Miguel A. Arana (he/him/él) is a doctoral candidate in Clinical Psychology at the University of California, Santa Barbara, working with Dr. Nolan Krueger. His research focuses on understanding how cultural, relational, and community processes shape healing and wellness following adversity and trauma, particularly among historically marginalized communities, with a focus on Latine immigrant youth and emerging adults. He is also interested in resilience and well-being among community-based helping professionals and the roles of a family, culture, and educational environments in shaping psychological well-being. His clinical practice draws from healing-centered, somatic, humanistic, and liberation psychology approaches to provide culturally responsive psychotherapy in English and Spanish. Miguel welcomes opportunities for mentorship, research collaboration, and scholarly exchange. To connect, he can be reached at miguel_arana@ucsb.edu. His publications and scholarly work can be found on Google Scholar.

Awards/Fellowships: Office of the President Community College Fellowship; Eugene Cota-Robles Fellowship

Recent Publications: Krueger, N., & Arana, M. A. (2026) Beyond belonging: Racial homelessness as a culturally specific risk factor for suicidal ideation in multiracial young adults. Cultural Diversity and Ethnic Minority Psychology. https://doi.org/10.1037/cdp0000823

Arana, M. A.*, Ison, J. M.*, Wilson, S., Sanchez, B. E. L., Barnett, M. L.+, & Kia-Keating, M+. (2026). The conceptualization and study of mental health within Indigenous Mexican communities in the United States: A systematic review. Translational Issues in Psychological Science, 12(2), 291-305. https://doi.org/10.1037/tps0000519

Estrada, F. & Arana, M. A. (2025). Trauma-informed bilingual counselor education: Factors to guide professional mental health training with Spanish-speaking students. Journal of Counselor Preparation and Supervision, 19(1), 1-16. http://dx.doi.org/10.70013/jer1cnrh

Ella (Lola) Cabigting (she/her) is a School Psychology M.Ed student. Originally from Saugus, CA, she earned her Bachelors in Sociology with a minor in Applied Psychology from UC Santa Barbara in 2026. During her undergraduate studies, she worked extensively with Dr. Jimerson in his research efforts to study the internationalization of the field of school psychology, the effect of play on conflict resolution, and the implementation of REP and mindfulness group facilitation in MTSS Tier 2. Through her studies at UCSB, Lola aims to become a school psychologist with the emphasis on school violence/trauma and ecologically tailored intervention and prevention within underprivileged or overlooked communities. With experiencing a school shooting in 2019, she strives to not only help students understand why they feel the way they do but also how to overcome and make necessary changes to support their learning and growth.

Recent Publications: Jimerson, S. R., Reinke, A., Kaur, L., Holland, S., Quintanilla, J., Mittelstet, A., Alvarez, L., Ali, A., Turner, I., Adan, B., Almeida, L., Cabigting, E., Cui, Z., Hung, J., Nusser, H., Villalobos, G., Scott, D., Wade, K., Miles, C., & Hunt, S. (2025). Understanding school psychology internationally: The beginning of the 21st century 2000-2009 (Part 2 of 3). International School Psychology Association World-Go-Round, 53 (3), 34-46. Publication Link

Jimerson, S. R., Reinke, A., Kaur, L., Holland, S., Quintanilla, J., Mittelstet, A., Alvarez, L., Ali, A., Turner, I., Adan, B., Almeida, L., Cabigting, E., Cui, Z., Hung, J., Nusser, H., Villalobos, G., Scott, D., Wade, K., Miles, C., Hunt, S., & Perez, M. G. (2025). Understanding school psychology internationally: The Expansion of International Knowledge and Practices During the 21st Century 2010-Present (Part 3 of 3). International School Psychology Association World-Go-Round, 53 (4), 10-27. Publication Link

Reilly Caldwell (she/her/hers) is a doctoral student in School Psychology, with an emphasis in Quantitative Methods in Social Sciences, working with Dr. Matt Quirk. She earned her Bachelor of Science in Psychology from Santa Clara University, where she was a member of an early language and cognitive development lab. She earned her Master of Arts in Psychology from San Diego State University, where her master's thesis examined the psychometric properties of a measure of executive functioning. Following her M.A., she was a research coordinator at SDSU's Child and Adolescent Services Research Center, working on national research projects aimed at improving outcomes for neurodiverse individuals. Her current research examines social-emotional and cognitive development in early childhood, with an emphasis on understanding patterns of school readiness to inform educational practices and policies that support diverse learners.

Awards/Fellowships: Louis H. Towbes Fellowship, Chancellor's Fellowship

Sarah Castellanos is a 2nd-year M.Ed. student in School Psychology and a JEDI Scholar at UCSB. Originally from Guadalupe, CA, and a first-generation Latina student, she received a Bachelor of Arts degree in Intensive Psychology and Education from the University of California, Santa Cruz in 2023. As an undergraduate, Sarah worked as a research assistant for the Migration, Identity, Education Lab (MIEL) at the University of California, Santa Cruz, where she assisted in qualitative research on the learning experiences of students of color and immigrant students. After graduating, she transitioned to working in the education setting, specifically at the intermediate level, as a Substitute Teacher for her local school district. As a JEDI scholar, she aims to become a certified school psychologist with the intent to serve marginalized populations and bring awareness to mental health within the educational sphere.

Andrea Castillo-Ortiz (she/her) is a Ph.D. student in School Psychology with a research focus of bilingualism, language development, and culturally responsive assessment for multilingual learners, working with Dr. Matthew Quirk. She received her B.A. in Psychology with a minor in Child Development from San Jose State University, where she worked in Head Start classrooms administering language assessments in English and Spanish. This experience led to an independent research project examining how home language, parent activities, culture, and receptive language abilities relate to children's social-emotional development. She later completed an honor thesis on how Latine parents perceive code-switching and its role in their children's academic experiences and cultural self-identity. As a bilingual, first-generation college student, Andrea is dedicated to advancing educational equity for multilingual learners through culturally and linguistically responsive research, assessment, and intervention.

Shirley De La Cruz (she/her/ella) is a PhD student in Counseling Psychology advised by dr. shola shodiya. Prior to UCSB, Shirley attended Pasadena City College and transferred to UCLA, receiving her B.A. in Psychology and minor in Central American studies in 2023. Following her graduation, she primarily served as a Research Coordinator for an NIMH-funded clinical trial and various community-based participatory research (CBPR) projects within UCLA Semel’s Department of Psychiatry. Presently, Shirley is interested in healing justice, CBPR, and qualitative research methods to highlight lived experiences and understand the wellness of BIPOC communities impacted by systems of oppression. Beyond research, Shirley enjoys supporting community organizations in her hometown, South Central Los Angeles, making nostalgic playlists, spending time in green spaces, and reading with her friends. You can contact her at sdelacruz@ucsb.edu. 

Recent Publications: Psychoeducation in School-Based Mental Health: Youth and Caregiver Insights for a Digital App

Olivia de Moraes (she/her/hers) is a School Psychology Ph.D. student working under the fabulous, Dr. Jill Sharkey. Her research focuses on developing culturally attuned, equitable, and multimodal interventions that promote student wellbeing and resilience while reducing school violence and suicide risk. As a native Southern Californian with Brazilian blood, Olivia graduated from UCLA in 2022 with a B.S. in Cognitive Science and a minor in Musicology. She has worked in a variety of school and clinical settings supporting youth across developmental stages. Her previous research experience includes serving as a research assistant at Stanford University, where she helped design and evaluate caregiver-focused interventions, as well as working as a suicide prevention crisis counselor. As an international professional soccer player, she also looks forward to bringing her perspective on the role physical activity and sport can play on school-based practices. Olivia can be reached at oliviademoraes@ucsb.edu!

Awards/Fellowships: Regents in Counseling, Clinical and School Psychology Fellowship for 2026-27

Elliette Delgado (she/her) is a first-year student in the M.Ed. School Psychology program and the University of California, Santa Barbara. She earned her B.S. in Psychological & Brain Sciences from UC Santa Barbara, where she worked as a research assistant in the Social Perception Laboratory studying social perception, decision-making, and bias. She has gained experience supporting children and families through her work as a registered behavioral technician, teaching assistant, and substitute teacher within the local school district. Through these roles, Elliette has developed a passion for creating inclusive and supportive learning environments for diverse student populations, particularly bilingual and neurodivergent students. As a first-generation Latina college student, she is committed to promoting culturally responsive practices and increasing access to mental health and behavioral supports in schools.

Terra Duron is a student in the M. Ed. School Psychology program at UCSB and a JEDI Scholar. Originally from East Los Angeles, she earned her B.A. in Psychology and Education at UC Riverside. During her undergraduate studies, Terra volunteered as a research assistant at UC Riverside's Kids Interaction and NeuroDevelopment lab, where she assisted in various studies involving the emotional development of Latina girls. Also at UC Riverside, she completed an Honors Capstone on the impact of teacher support on adolescent persistence during the middle to high school transition. Through her studies at UCSB, Terra aims to become a certified school psychologist with the ability to support students from underserved populations, especially those who are Latinx, deaf or hard-of-hearing, or LGBTQ+.

Awards/Fellowships: JEDI Fellowship

Anthuanet Espinel (she/her/hers) is a doctoral student working with Dr. Ty Vernon in the Clinical Psychology emphasis. 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. After graduating, she worked as a post-baccalaureate research assistant at the Michigan State University Autism Lab. Her research interests include identifying barriers and facilitating access to parent-mediated Naturalistic Developmental Behavioral Interventions (NDBIs) for under-served families of children with autism spectrum disorder (ASD). She is also interested in bilingual assessment and autistic self-understandings interventions.

Awards/Fellowship: Thomas G. Haring Memorial Fellowship

Samantha earned her B.S. in Psychology and minored in Law and Society from Saint Mary’s College of California in 2022. Following her graduation, Samantha earned her Education Specialist (Ed.S) degree and PPS Credentials in School Psychology, and concurrently earned her Trauma-Informed Treatment and Intervention Certificate from Saint Mary’s College of California in 2025. Samantha’s research interests are focused on the implementation of trauma-informed practices within K-12 systems. Particularly, in exploring the various dimensions of trauma, its impact on learning and behavior, and how schools can respond effectively at systemic, instructional, and interpersonal levels. Samantha is also interested in interventions that support the early literacy of Multilingual students. 

Recent Publications: Ukeye, M. & Flores, S.M. (2025). Resilient Schools: Trauma-informed approaches within MTSS. CASP Today 75 (1), 16 - 20. 

Ashley Garcia (she/hers) is a Ph.D. student with a research focus in School Psychology working under Dr. Erin Dowdy. She earned her B.A. in Sociology with a minor in Applied Psychology from UC Santa Barbara. During her post-bacc, Ashley worked 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 autistic adolescents. Ashley spent her first year supporting METRICS, a grant that promoted the hiring and retention of diverse school-based mental health professionals around the country. Ashley's second-year project consisted of validating the factor structure of the School Connectedness Scale across 20 years of data and 13 different demographic groups. Please feel free to contact her at ashleyggarcia@ucsb.edu.

Awards/Fellowships: Michael Furlong Award for Excellence in School Psychological Services

Recent Publications: Amirazizi, S., Dowdy, E., Hutchinson, S., Garcia, A., & Barnett, M. (2026). Breaking the cycle: parental perspectives on intergenerational trauma, healing, and early childhood education. Children and Youth Services Review, 189, 109204. https://doi.org/10.1016/j.childyouth.2026.109204

Alicia Geng is a school psychology PhD student with a research focus on adolescent mental health, resilience, and positive school climates working with Dr. Erin Dowdy. She received her B.A. in Psychology UC Berkeley. After college, she worked in an autism lab at Stanford Medicine, where her passion for neurodiverse affirming care and research started. Her current research examines how cultural factors shape experiences of psychological distress, resilience, and well-being. Alicia is committed to addressing systemic inequities in education and expanding culturally responsive and trauma-informed supports in schools. Feel free to reach out to her at geng@ucsb.edu. 

Awards/Fellowships: JEDI Scholar 

Recent Publications: Quirk, M., Terzieva, A., Robertson, M., Perez, E., Geng, A., Spiess, M., Kenner, C., Dowdy, E. and Felix, E. (2025), Supporting children, families and schools: a community–university partnership to promote school readiness, School-University Partnerships, https://doi.org/10.1108/SUP-11-2024-0029

Sydney Amien Harmon (she/her) is a doctoral student in the School Psychology emphasis, working with Dr. Erin Dowdy. She holds a Bachelor's degree from Goucher College in Biology, and a Master's degree in Special Education from University of Washington. Prior to joining UCSB, Sydney worked as a Special Education, STEM teacher, and Educational Consultant in diverse educational settings across Baltimore, Maryland; Tacoma, Washington; Santa Barbara, California; and Jakarta, Indonesia. Her former students and experiences have inspired and informed her research on developing equitable systems of support in schools. She is passionate about developing and evaluating social emotional learning (SEL) interventions and assessments within multi-tiered systems of support (MTSS) and universal mental health screening in schools (UMHS). Her work centers on improving screening measures for student health and well-being, as well as making SEL practices more accessible, culturally responsive, and aligned with the current needs of students and educators.

Awards/Fellowships: JEDI Fellowship

Samantha Hutchinson (she/her/hers) is a doctoral candidate in School Psychology working under the mentorship of Dr. Erin Dowdy. She earned her B.A. in Psychology from Skidmore College in 2020, where she studied early cognitive development—examining when, what, and how children learn about the world. Before graduate school, Samantha served as a Program Assistant at the Child Mind Institute and a Research Coordinator at Boston College, collaborating with clinicians and faculty on projects exploring behavior and emotion regulation, as well as the principles of learning and memory in educational contexts. Her current research focuses on school-based interventions that foster students’ social-emotional growth. Her dissertation examines the integration of art into social-emotional learning (SEL) interventions within school systems. As a Project TEAMS scholar at UCSB, Samantha is passionate about interdisciplinary collaboration to design and implement evidence-based interventions that support the social, emotional, and mental health needs of diverse students. Please feel free to contact her at samanthahutchinson@ucsb.edu.

Awards/Fellowships: Project TEAMS Fellow; Regents Fellowship; Michael Furlong Award for Excellence in School Psychological Services; CCSP Award for Excellence in Professional Behavior

Recent Publications: Hutchinson, S. P., Serrano J. P., Rodriguez Robles, A., Khanna, R. M., Bass, A., Mullin, A., (2025). Acceptability of Evidence-Based Mental Health Interventions Implemented in Elementary Schools: A Systematic Review. [Manuscript in Preparation].

Juliana Ison (she/her/hers) is a doctoral candidate in the Clinical Psychology emphasis working with Dr. Miya Barnett as a member of the PADRES Lab. She received her BA in honors Psychology and Spanish from the University of Notre Dame and later worked as a clinical research coordinator at Massachusetts General Hospital/Harvard Medical School. Juliana's research focuses on increasing access to mental health knowledge and care for Spanish-speaking youth and families via partnering with promotores de salud (i.e., Spanish-speaking lay community health workers) using implementation science and community-based participatory research methods.

Awards/Fellowships:UCSB Graduate Division Dissertation Fellowship, Carol Genetti Mentoring Award, Ray E. Hosford Memorial Research Fellowship

Recent Publications: Sanchez, A. V.*, Ison, J. M.*, Siddiqi, B., Hemley, H., & Jackson, J. D. (2024). Diversifying the Research Landscape: Assessing Barriers to Research for Underrepresented Populations in an Online Study of Parkinson's Disease. Journal of Clinical and Translational Science, 1-12. https://doi.org/10.1017/cts.2024.20

Brooke Kundert (she/her) is a M.Ed. student in School Psychology. She received her B.A. in both Psychology and Education and Social Transformation from the University of California, Los Angeles (UCLA). During that time, she was a research assistant with the Los Angeles Education Research Institute (LAERI), analyzing qualitative data on math learning and professional development as well as with the UCLA School Mental Health Project (SMHP), where she spearheaded a literature review assessing risk and protective factors for alcoholism among Indigenous youth. She also worked in the community as a Kindergarten Instructional Assistant with Beverly Hills Unified School District and a literacy tutor with School on Wheels. She looks forward to implementing culturally responsive, community-oriented, trauma-informed care as a future school psychologist.

Valencia Lagbo is a Ph.D. student with a research focus on Black women’s mental health and its cross-sections with environmentalism and/or the technological world, working with Dr. Nolan Krueger. She holds a Bachelor of Arts in Public Policy and Leadership and Global Development Studies from the University of Virginia. As a Regents Scholar and Racial Justice Fellow, Valencia hopes to explore collective care in Black college and adult women’s wellness practices, and radical healing towards liberation through embodied experiences such as hiking and yoga. Valencia is also passionate about mentorship and working with diverse undergraduate and post-baccalaureate students interested in future psychology education and training - so do not hesitate to reach out to her at valencialagbo@ucsb.edu for advice and guidance. In her free time, she enjoys drinking tea, reading diasporic novels, and going on walks. 

Awards/Fellowships:Regents Fellowship, Racial Justice Fellowship

Carolina Lechuga (she/her/ella) is a doctoral student with an emphasis in Clinical Psychology under the supervision of Dr. Miya Barnett. She received her Bachelor of Arts degree in Psychology and Cognitive Science from UCLA in 2022. After graduation, she served as a Project Coordinator in the CARE lab at UCLA. Carolina's research interests span an intersection of implementation science and health equity work. She hopes to utilize community-based work to: 1) improve access to evidence-based interventions for marginalized youth, 2) investigate contextual factors that influence underserved youth and family engagement in mental health services, and 3) study strengths-based culturally and linguistically appropriate preventive interventions to reduce health disparities among minority youth. 

Julian McGuinness is a School Psychology Ph.D. student working with Dr. Matt Quirk. His research interests include school readiness, early childhood education, and best practices for serving multilingual learners. After receiving his B.S. in Psychology with a minor in Spanish from Colorado State University, Julian worked as a prekindergarten teacher and early childhood STEM specialist. He is passionate about supporting students, families, and educators in early childhood and elementary school settings through research and evidence-based practice.

Awards/Fellowships: JEDI Fellowship

Recent Publications: Rodríguez Robles, A., Quirk, M., Pérez, E., Paul, M., McGuinness, J., Dowdy, E., Grande Gonzalez, E., Zavala Lara, C., & Draper Rodríguez, C. (2025). Culturally and linguistically responsive MTSS: Ethical and actionable strategies for supporting multilingual learners in multi-tiered frameworks. Psychology in the Schools, 62(9), 3173-3183. https://doi.org/10.1002/pits.23533

Pérez, E., Quirk, M., Robertson, M., Dowdy, E., Rodríguez Robles, A., McGuinness, J., Geng, A., Feinberg, D., Paul, M., Kenner, C., Terzieva, A., & Felix, E. (2025). Promoting early school success: Protective factors and parental engagement as pathways to kindergarten readiness. European Journal of Education, 60(4). https://doi.org/10.1111/ejed.70291

Evelyn A. Melendez (she/her/ella) is a Ph.D. student with a research focus on mental health disparities and access to care among underserved communities, particularly the Latine population, working with Dr. Andrés Consoli. Holding a B.S. in psychology with an emphasis on biology from UC Davis and a M.A. in psychology from Cal State LA, Evelyn's academic journey reflects her commitment to addressing attitudes and utilization of mental health services, aiming to identify bridges and barriers on the pathway to mental health treatment. Evelyn is committed to conducting research and providing therapy in English and Spanish, aiming to enhance accessibility in mental health services. As a proud first-generation college student and daughter of Mexican immigrants, Evelyn aims to contribute meaningfully to the ongoing conversation surrounding mental health disparities and accessibility within underserved communities. Her clinical interests focus on delivering bilingual, culturally responsive psychotherapy. Please feel free to contact Evelyn at Eamelendez@ucsb.edu

Recent Publications: Consoli, A. J., Anaya-López, M., Flores, I., Sharma, H., López, I., Melendez, E. A., & Ramírez-Gutiérrez, Y. (2025). Supervision of mental health service providers working with Latine populations in the U.S. In M. P. Grazioso, R. K. Goodyear, M. I. Gallardo-Cooper, H. Fernández-Álvarez, C. A. Falender, & A. A. Cobar (Eds.), Clinical supervision in Latin America (pp. 55-77). Springer. https://doi.org/10.1007/978-3-031-82373-2

Shaun Minniti (she/her) is a Ph.D. student in the Clinical Psychology emphasis with a research focus on developmental trauma, working with Dr. Erika Felix. Originally from the greater Chicago area, she earned her B.S. in Consumer Economics from the University of Illinois Urbana-Champaign and spent four years in the corporate sector before returning to academia. She earned her M.A. is Psychology from the University of Chicago, where she conducted three experiments examining how socioeconomic status shapes social cognition. Shaun is particularly interested in the developmental consequences of chronic interpersonal adversity and in improving the early identification and intervention of anxiety and trauma-related disorders. Her long-term goal is to help prevent trauma-related dysregulation from escalating into systems involvement and lost developmental opportunities, and to translate research into scalable interventions that foster safety, connection, hope, and agency.

Natalie Musicant (she/her) is a PhD student in the School Psychology emphasis, working with Dr. Erin Dowdy. She received her B.S. in Human Development and Psychological Services from Northwestern University and her M.Ed. in Special Education from National University. Prior to joining UCSB, Natalie worked as a special education teacher in Richmond and Los Angeles, California, before transitioning into clinical research focused on child mental health and neurodevelopmental disorders at King's College London and the UCLA PEERS® Clinic. Natalie's research examines how to better support children with emotional and behavioral difficulties through evidence-based interventions. She is particularly interested in improving students' social, emotional, and behavioral outcomes, identifying factors that promote emotional regulation and resilience, and developing interventions that are effective, accessible, and feasible for implementation in school settings.

Mika Peck is an M.Ed. student in School Psychology at UCSB, where she also earned a B.S. in Psychological and Brain Sciences. As an undergraduate, she gained extensive experience working with children in diverse settings, including implementing Tier 1 and Tier 2 social-emotional intervention programs in the Goleta community, serving as a Teacher Assistant at the UCSB Children’s Center, and working as a behavior technician providing specialized support for children with autism. She also contributed to research as a RA in the TALE Lab with Dr. Albada, examining cultural intersections of self-construal and memory functions. These experiences have shaped her commitment to providing culturally responsive services for underserved populations. Grounded in a scientist-practitioner perspective, Mika is particularly passionate about early childhood education and supporting children with autism through inclusive and developmentally informed practices.

Awards/Fellowships: JEDI Fellowship

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 in services for youth with sexual abuse histories, particularly those involved in the child welfare and juvenile justice systems.
As a UC Regents Scholar, Georgia’s research focuses on traumatic grief and loss, examining how people adapt following profound disruption. Her interests center on belonging, community, and meaning-making, and how these processes shape trajectories of post traumatic stress and growth. She is also interested in narrative and creative approaches to healing that are culturally responsive and clinically grounded. In her free time, she enjoys surfing, basketball, and painting.

Awards/Fellowships: UC Regents Fellow, James Hong Memorial Fellow

Recent Publications: Godoy, S., Thelwell, M., Perris, G., Freeman, O., Barnert, E., & Bath, E. (2025) “Technically, by law, you’re not a ‘prostitute’ if you’re underage”: The importance of language from the perspectives of girls and young women affected by commercial sexual exploitation. Journal of Human Trafficking, 1–19. doi.org/10.1080/23322705.2025.2542069.

Alyson is an M.Ed. student in School Psychology and a JEDI scholar at the University of California Santa Barbara. She completed her undergraduate degree in Human Development with a concentration in Counseling Services at California State University San Marcos (CSUSM). During that time, she was a TRIO McNair Scholar and was involved in various research labs at CSUSM. She was a research assistant on research that focused on identifying predictors of post-partum mental health in racially/ethnically minoritized women. Then, she served as a research assistant in CSUSM's SPARCC lab, utilizing research and community collaboration to support children with autism and their families. She has also worked as a school-based registered behavioral technician and an in-home respite care provider. As a future school psychologist, Alyson is dedicated to cultivating an inclusive, supportive environment rooted in cultural humility and trauma-informed care.

Awards/Fellowships: UCSB JEDI Fellowship

Eddie Omar Ramírez (he/him/él) is a PhD student in the Counseling Psychology emphasis working under dr. shola shodiya in her Navigating Identity & Activism (NIA) lab. 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 are primarily in leveraging technology as a medium for mitigating and educating the health consequences of anti-immigration policy and rhetoric. Currently, he is also a researcher on a California Department of Public Health initiative evaluating the health equity outcomes of community organizations that serve LBTQ women, non-binary, and binary transgender people. Eddie also provides therapy services within the Healing Space and the Alianza de Liberación y Medicina Ancestral (ALMA) clinics. You can contact Eddie at eor@ucsb.edu.

Awards/Fellowships: Chancellor’s Doctoral Incentive Program (CDIP)

Amber Reinke is a doctoral student in the School Psychology emphasis working with Dr. Shane Jimerson. She earned her Bachelor of Arts in Psychology with minors in Education Studies and History from the University of California, Los Angeles, and holds a Master of Education degree in School Psychology from the University of California, Santa Barbara. Amber’s research centers on understanding the processes through which early symptoms of psychopathology contribute to negative academic and social outcomes. She is also interested in developing and implementing school-based interventions that address the unique needs of diverse student populations. Recently, her work has focused on examining the mental health and well-being of student-athletes. She can be reached at amberlreinke@ucsb.edu

Awards/Fellowships: JEDI Fellowship

Recent Publications: Perez, M. G., Castro, Laís de, Freitas, D. D., Lorenzetti, L., Delivorias, P., Paragyiou, E., Karamousoulis, M., Mittelstet, A., Kaur, L., Holland, S., Reinke, A., Malucelli, T., Dini, C., Ascari, B., Corridore, S., Russo, A., Guzzo, R. S. L., Jimerson, S. R., Matteucci, M. C., & Hatzichristou, C. (in progress). Cultural Differences Across School Psychology: Graduate Students’ Perspectives on Role, Training, and Career Pathways
 

Francesca Rodriguez (she/her/hers) is a Ph.D. student in Clinical Psychology working with Dr. Miya Barnett and the PADRES lab. She earned her Bachelor of Arts in Psychology from San Diego State University (SDSU). Post graduation, Francesca joined the PADRES lab as a summer research scholar through UCSB's Academic Research Consortium (ARC) program. After the ARC program, Francesca returned to SDSU and obtained her Master of Arts in Psychology. At the same time, she worked as a research coordinator for a hybrid effectiveness-implementation trial of a transdiagnostic intervention for youth. Francesca's research focuses on promoting the uptake of culturally sensitive, evidence-based interventions for youth in diverse and low-resource community settings. She is particularly interested in innovative approaches to reduce barriers to care and strengthen family engagement in youth mental health services.

Awards/Fellowships: GRAD EDGE Fellowship

Recent Publications: Rodriguez, F., Lynch, F. L., Gonzalez, A., Rozenman, M., Dickerson, J., O'Keeffe-Rosetti, M., Donald, J., Hatch, B., Barker, G., Henninger, M., Shaw, M., Vaughn, K. A., & Weersing, V. R. (2026). Behavioral telehealth in low-resource primary care settings for anxiety and depression in youth: protocol for a randomized effectiveness-implementation study. Trials, 27(1), 517. DOI Link

Michelle Salas, is a M.Ed. student in School Psychology and a JEDI (Justice, Equity, Diversity, and Inclusion) scholar. She earned her B.A. in Psychology from the University of California, Davis with minors in Education and Human Development. During her undergraduate studies, she served as a research assistant and lab manager in the Collaborative Autism Research in Education (CARE) Lab, where she coded the behaviors of neurodivergent students and analyzed teacher language. After graduating, Michelle worked at a dual immersion elementary school, where she led a before-and after-care enrichment program for Kindergarten students. Her role focused on supporting young students at the start of their language acquisition journey through instruction and care. She is committed to working in elementary schools that serve historically underserved communities and aims to promote educational equity through culturally responsive and inclusive practices. 

Awards/Fellowships: JEDI Fellowship Project

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) 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 currently offers therapy and assessments at the Child Resilience Center, the PCIT Clinic, and the Koegel Autism Center. She previously worked at Calm and Santa Barbara Neighborhood Clinics, where she supported underserved Spanish-speaking children, adolescents, and families impacted by trauma.

Awards/Fellowships: Gale and Richard Morrison Fellowship, Blum Center Central Coast Regional Equity Initiative Research Award, Ray E. Hosford Memorial Fellowship Dissertation Award, Santa Barbara County Psychological Association (SBCPA) Student Equity Award, Ray E. Hosford Award for Excellence in Professional Behavior, National Partnership to End Interpersonal Violence Across the Lifespan (NPEIV) Poster Award 

Recent Publications: Evans, M.C., Kia-Keating, M., Hessler, D., Sarmiento Hernández, D. Schecter, M., Correa Buccio, D., Ismail, S., James, L., Long, D., & Thakur, N. (2025). Pediatric ACEs and Related Life Events Screener (PEARLS v2): Adaptations and Acceptability. Journal of Child and Adolescent Trauma. https://doi.org/10.1007/s40653-025-00774-2   

Laura Sarnie is a doctoral student in the Clinical Psychology emphasis working with Dr. Ty Vernon. She earned a BSPH with a double major in Psychology and Public Health and an MPH in Epidemiology from Tulane University. Prior to beginning her doctoral studies, she worked as a Clinical Research Coordinator at the Lurie Center for Autism at Massachusetts General Hospital. Her research interests include the epidemiology of autism and co-occurring mental health conditions, improving access to high-quality assessment and interventions for autistic adults, and developing community-based programs to better support autistic individuals across the lifespan.

Recent Publications: Gracias, Kimaya & Sarnie, Laura & Palumbo, Michelle & Ravichandran, Caitlin & McDougle, Christopher & Thom, Robyn. (2025). Psychopharmacology Clinical Trial Recruitment Challenges in Neurogenetic Syndromes: Lessons from an Open-Label Trial of Fluoxetine in Down Syndrome. Journal of Child and Adolescent Psychopharmacology. 35. 10.1177/10445463251379822. 

Solana Segal (she/her/ella) is a Ph.D. student with a research focus on Multiracial and LGBTQ+ mental health and suicide prevention, working with Dr. Nolan T. Krueger. She is pursuing an emphasis in Counseling Psychology at UC Santa Barbara. Her research examines monoracism, racial homelessness, belonging, and bisexual and pansexual identity, with particular attention to how experiences of being between or across identity categories relate to suicidality. She is interested in these experiences within and at the intersections of Multiracial and LGBTQ+ communities. Her clinical interests include culturally responsive psychotherapy, suicide prevention, and affirming assessment and care for neurodivergent individuals. As first-generation college graduate, she is committed to expanding educational access through mentorship, teaching, and advocacy. She earned bachelor's degrees in Intensive Psychology and Education, Democracy, and Justice from UC Santa Cruz and an M.A. in Counseling Psychology from UCSB.

Awards/Fellowships: Santa Barbara County Psychological Association Student Equity Award (2025), Cum Laude, University of California, Santa Cruz (2023)

Recent Publications: Krueger, N. T., Segal, S., & Gomez, M. (in press). In between and becoming: Monoracism, mental health, and resilience among Multiracial American emerging adults. In A. Nishina, S. E. Gaither, & L. Kiang (Eds.), The Cambridge handbook of Multiracial youth and families (pp. 166-191). Cambridge University Press

Pauline Serrano (she/her) is a doctoral candidate in School Psychology at the University of California, Santa Barbara (UCSB), working with Dr. Jill Sharkey. She is currently a predoctoral psychology intern with the APA-accredited Santa Barbara Psychology Internship Consortium, where she supports social-emotional learning groups and prevention efforts at a partner elementary school. Pauline has nine years of teaching experience in the CSU system and currently serves as a lecturer in the Department of Psychology at California State University, Northridge, and the Department of Child and Adolescent Studies at California State University, Fullerton. She holds an M.Ed. in School Psychology from UCSB, and an M.A. in Psychological Science and a B.A. in Honor Psychology with a minor in Child and Adolescent Development from CSUN. Her research examines how family, school, and community contexts shape the well-being and educational experiences of youth navigating adversity, with a focus on culturally and contextually responsive supports, interventions, and assessments. Pauline is pursuing a faculty career focused teaching, mentoring, and equity in psychology. Feel free to contact Pauline at jeanpauline_serrano@ucsb.edu.

Awards/Fellowships: UC President’s Pre-Professoriate Fellowship - UCSB Graduate Division Diversity Professional Development Award - Society of Clinical, Child, and Adolescent Psychology Student DEI Scholarship - California Psychological Association, Division VII Graduate Student Scholarship - Trainers of School Psychologists Central Coast Regional Equity Research Grant - UCSB Blum Center on Poverty, Inequality, and Democracy Chancellor's Doctoral Incentive Program Dissertation Fellowship - California State University Chancellor's Office Graduate Student Research Grant - National Association of School Psychologists Graduate Student Research Grant - School Mental Health Collaborative, University of South Florida Student Equity Award - Santa Barbara County Psychological Association

Giovanni Thomas (he/him) is an M.Ed. student in School Psychology and a JEDI Scholar at the University of California, Santa Barbara (UCSB), where he is also pursuing certification in Bilingual School Psychology (Spanish). He earned his B.A. in Psychology, summa cum laude, from UC San Diego, where he conducted research on children’s learning and cognitive development. He also contributed to research at the Harvard Graduate School of Education’s Computational Cognitive Development Lab. His research on how young children use causal knowledge to guide question-asking was published in Child Development in 2026. Giovanni currently works as a school counselor at Laguna Blanca School, providing individual and small-group counseling to support students' social-emotional development, behavioral regulation, and interpersonal skills. His professional interests include bilingual assessment, culturally responsive and neurodiversity-affirming practices, and advancing equity in education. Contact Giovanni at giovannithomas@ucsb.edu.

Awards/Fellowships: JEDI Scholar

Recent Publications: Lapidow, E., Stein, A. R., Thomas, G., & Walker, C. M. (2026). Young children use causal knowledge to guide question asking. Child Development. https://doi.org/10.1093/chidev/aacag087

Torres, O.V., Estep, J.C., Gwin, M., Aramovich, N.P., Thomas, G., & Villalta, I. (2023). Distress symptoms and alcohol consumption: Anxiety differentially mediates drinking across gender. Frontiers in Psychology, 14. doi:10.3389/fpsyg.2023.1191286

Torres, O. V., Satrya, F. H., Nadiri, A., Olmsted, K. L., & Thomas, G. (2025). New insights on alcohol misuse: a narrative review on how gender shapes modern drinking. Journal of Substance Use, 1–9. https://doi.org/10.1080/14659891.2025.2494541

I’m India Turner, a first-year School Psychology Ph.D. student in Dr. Shane Jimerson’s lab at UCSB from Lake Charles, Louisiana. I graduated from Xavier University of Louisiana with a B.A. in Psychology and a minor in Spanish. As an undergraduate, I served as a peer health educator, worked with Steve Fund and UNCF’s Institute for Capacity Building, did research on the representation of Black children in autism research, and I contributed to creating  a culturally-relevant social skills intervention. My current research interests focus on intersectionality and culturally sensitive assessment and intervention, with the lens of how culture, trauma, and systemic factors shape the presentation of neurodivergence in Black and Brown children. Other facts about me: I’m a member of Alpha Kappa Alpha Sorority, Inc., a classically trained opera singer, and an avid traveler.

Awards/Fellowships: UC-HBCU Fellowship, JEDI Fellowship

Karely Valdez Lopez (she/her/ella) is a PhD student in Clinical Psychology advised by Dr. Fernanda Castellón. Originally from the East Bay and a first generation Latina, she received a double major in Psychology and Spanish Studies at the University of California, Santa Cruz. As a service provider (e.g., Home Visitor) she witnessed disparities in access to services for children with disabilities, the need for culturally responsive developmental information, and limited mental health support for underrepresented families. This led her to receive her M.A. in Psychological Research at California State University, Long Beach with research focusing on identifying and addressing multi-level barriers to high quality, evidence based care for Latinx autistic children and their families. Her current research interests include addressing culturally responsive mental health interventions for Latinx caregivers of autistic children. Please feel free to contact her at her LinkedIn Profile.

Awards/Fellowships: Eugene Cota-Robles Fellow, GRAD EDGE Fellow

Recent Publications: Dueñas, A. D., Castellón, F. A., Valdez Lopez, K., Orendain-Soto, C., & Kuperman, K. (2026). "Agarro lo mejor de dos mundos": Transfronteriza mothers of autistic children as Nepantleras in a rural U.S./Mexico border. Journal of Autism and Developmental Disorders. DOI Link

Violeta Valdez-Samaniego (she/her/ella) is an M.Ed. student in School Psychology at the University of California, Santa Barbara. She graduated from the University of California, Santa Barbara, with a Bachelor of Arts in Sociology and a minor in Applied Psychology. During her undergraduate journey, she was a McNair Scholar, where she had the opportunity to conduct research focusing on underserved populations and the impact of institutional support. She was also a research assistant and clinician at the Koegel Autism Center, where she helped support a 10-week program known as STARS (Social Tools and Rules for School-Aged Children). She is also an ABA Behavior Therapist working with children ages 0-3, providing interventions to help children develop essential social and interpersonal skills. As an aspiring bilingual school psychologist, Violeta is committed to supporting children and families from all backgrounds.

Abigayle is an M.Ed. student in School Psychology at UCSB and a JEDI scholar recipient. She received her B.A. in Sociology with a minor in Applied Psychology from UCSB. During her undergraduate studies, Abigayle gained experience within the school system serving as an Undergraduate Lead Playground Specialist for Dr. Jimerson's Power of Play Project, where she assisted in fieldwork focused on engaging activities to facilitate prosocial behaviors and nurture problem-solving capabilities in elementary-aged children. She also served as a Assistant Supervisor for Worldhealer, Inc, presenting cultural competency topics to students at the K-8 level. In between her studies, she served as a substitute teacher for Stanislaus county, working with students of diverse backgrounds and socioeconomic statuses. Abigayle is interested in interventions related to students with invisible conditions, aiming to increase awareness and accessibility to support services for educators and school admin.