Counseling, Clinical, and School Psychology Current Students

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

Awards/Fellowships: NASP-ERT MSP Scholarship (2024), UCSB JEDI Project Fellow (2023–Present).

Recent Publications: Avina, R.R. (August 2023) Prosocial Youth Purpose in Peruvian Adolescents During the Pandemic: A Qualitative Study. MAP National Research Journal.

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.

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

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. Lindita has gained experience in diverse applied settings focused on reducing mental health disparities, including her hometown’s nonprofit trauma intervention program and providing counseling services to low-income community members. 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. Her dissertation investigates how bicultural identity integration (BII) influences the relationships between mental health and help-seeking behaviors among Albanian American adults. She is currently completing her doctoral internship at the VA Loma Linda. 

Awards/Fellowships: Susan A. Neufeldt Award for Excellence in Clinical Supervision 2024, Ray E. Hosford Memorial Research Fellowship 2024, Department of Counseling, Clinical, and School Psychology Dissertation Award 2024

Recent Publications: Felix, E.D., Barnett, M., Shettigar, A. & Djokovikc, L. (in press). Preparing for future public health emergencies through elevating the voices of those who lived alone during the pandemic. International Journal of Disaster Risk Reduction

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

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/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 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 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). Her work centers on making SEL practices more accessible, culturally responsive, and aligned with the current needs of students and educators. 

Shemiyah Holland is a doctoral candidate in school psychology at UC- Santa Barbara, where she is mentored by Dr. Shane Jimerson. She earned her B.A. in Psychology from Claflin University and her M.A. in School Psychology from Bowie State University. After graduating, she worked as a nationally certified school psychologist in Maryland, serving K–12 students and gaining extensive experience with diverse school communities. During this time, she observed recurring challenges in students’ emotional expression and student–teacher relationships. At UCSB, her research focuses on student engagement, positive peer and teacher relationships, school climate perceptions, and culturally responsive practices. As a Project TEAMS fellow, she is committed to promoting mental health and equity. Her dissertation uses latent class analysis to examine within-group differences in Black youths’ perceptions of school climate. She aims to disseminate her findings and ultimately develop climate-level interventions and pursue a faculty career in school psychology.

Awards/Fellowships: Project TEAMS

Recent Publications: Jimerson, S., Boyle, C., Begeny, J., King, R., Liem, G. A. D., Wang, C., Gawrilow, C., Hall, J., Huang, F., Datu, J. A. D., Lyons, M. D., Allen, K-A., Humphrey, N., Worrell, F. C., Veiga, F., Watanabe, Y., Espelage, D. L., Souza Lobo Guzzo, R., Kikas, E., Grief Green, J., Hatzichristou, C., Spilt, J., Bradshaw, C., Salmivalli, C., Kaur, L, & Holland, S. (2025). Advancing the science and practice of school psychology internationally: transnational leadership cultivating diversity, equity, innovation, inclusion, and global impact. Psychology in the Schools.

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

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. 

Denise López Sosa (deniselopezsosa@ucsb.edu) 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 how to best support and retain school psychologists from culturally and linguistically diverse backgrounds.

Awards/Fellowships: Chancellor's Fellowship

Recent Publications: López-Sosa, D., Simmons, K., Karlovich, A. R., Mastalerz, N., & Evans, S. C. (2025). Assessing Dimensions of Aggressive Behavior in Diverse Youth: The Peer Conflict Scale in English and Spanish. JAACAP Open. https://doi.org/10.1016/j.jaacop.2024.10.008

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

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
 

Julian Ribas is a M.Ed. student in School Psychology and a JEDI scholar at UCSB. He also received his Bachelor of Science degree in Psychology with a minor in Applied Psychology from UCSB. In addition, Julian has volunteered as a research assistant, supporting a study that examined whether translating a PRT (pivotal response treatment) for Spanish-speaking parents would improve communication with their children. He has also dedicated his time to PeerBuddies, a volunteer organization that provides ABA-based social skills intervention for individuals with social difficulties by pairing them with same-aged peers. Julian looks forward to leveraging his professional bilingual skills and Latino identity to serve minority communities and increase access to mental health resources.

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. 

Pauline Serrano is a doctoral student in School Psychology at the University of California, Santa Barbara, working with 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 currently serves as part-time faculty. Pauline is the manager of UCSB’s Mind and Behavior Assessment Clinic (MBAC) and a clinician in the Parent–Child Interaction Therapy (PCIT) clinic. Her research focuses on youth navigating adversity and examines how systems of support across families, schools, and communities shape student well-being and academic success. She emphasizes equity-focused interventions and culturally responsive assessment practices, with a commitment to centering youth voice. Pauline’s long-term goal is to pursue a faculty career advancing equity in school psychology and mentoring underrepresented scholars. Feel free to contact Pauline at jeanpauline_serrano@ucsb.edu.

Awards/Fellowships: UC President’s Pre-Professoriate Fellowship, Humanities and Social Sciences Research Grant, James Hong Memorial Research Fellowship, Chancellor’s Doctoral Incentive Program Fellow

Giovanni Thomas is an M.Ed. student in School Psychology and a JEDI Scholar at UCSB, where he is also pursuing certification in Bilingual School Psychology (Spanish). He earned his B.A. in Psychology from UC San Diego, where he conducted research in the Early Learning and Cognition Lab on children’s learning and cognitive development. He has also contributed to work at the Harvard Graduate School of Education’s Computational Cognitive Development Lab, investigating inquiry-based learning and curiosity in STEM education. His research on how children use causal knowledge to guide question-asking is in the process of being published in Child Development. Beyond research, Giovanni has worked as a paraeducator in the San Diego Unified School District, supporting students across general and special education settings. His interests include bilingual assessment, culturally responsive practices, and advancing equity in education. Feel free to contact Giovanni at giovannithomas@ucsb.edu.

Awards/Fellowships: JEDI Fellowship

Recent Publications: 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

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.