School Psychology Faculty
Jean Boyer, Ph.D.
Assistant Professor (Teaching/Instructional), School Psychology
Jean Boyer’s research interests include the use of positive behavior supports and early literacy initiatives to build resiliency in children, and the development of consultation relationships to promote system-wide implementation of effective practices. She is currently serving as a consultant to the Resilient Classrooms Project in Berlin, NJ. Her work is based on a collaborative, eco-behavioral problem-solving model that focuses on the development of interpersonal relationships to support person-centered planning, prevention, data-based decision making, and a systematic procedure to approach problem situations.
Frank Farley, Ph.D.
Laura H. Carnell Professor of Educational Psychology
Frank Farley is a Laura H. Carnell Professor of Educational Psychology and also contributes extensively to the School Psychology Program. Dr. Farley has published extensively or spoken extensively in the areas of individual differences, personality, motivation, risk-taking, crime and violence, extreme accomplishment/extreme behavior, adolescence, decision-making, social and educational change, courage and heroic behavior, among other topics. He has developed a comprehensive model of heroism. He originated the Type T Personality terminology and features to capture what he believes are central components in human risk-taking. He recently (2006) has co-authored major articles (e.g., a monograph of APS—the Association for Psychological Science; an invited article for Scientific American Mind) on adolescent decision-making and risk-taking. He is in constant demand by major national TV and print media to discuss his work or that of others, or explain or interpret issues in education, psychology, and society.
Catherine Fiorello, Ph.D.
Associate Professor & Program Coordinator, School Psychology
Catherine Fiorello is the Program Coordinator and Director of Clinical Training for the School Psychology Program. She has published numerous articles on cognitive assessment, the development of rating scales for assessing cognitive skills, the use of cross-battery assessment to predict children’s academic achievement, and integrating cognitive and neuropsychological assessment into a Response to Intervention model of special education identification. She is currently coordinating a research group on Applied Cognitive Studies with Dr. Ken Thurman (Special Education) which is working on applying cognitive psychology in the classroom. She has collaborated with a number of public and private schools for her research. Dr. Fiorello is the co-author of the best selling School Neuropsychology with her colleague Dr. Brad Hale.
Laura Pendergast, Ph.D.
Assistant Professor, School Psychology
Dr. Pendergast’s research focuses on behavioral and social-emotional assessment, particularly the treatment utility of behavioral and social-emotional assessments and multicultural issues in assessment. She has been involved in several projects focused on adapting and validating measures of behavior and social-emotional functioning for international use. Additionally, her research examines racial and gender issues in the assessment and diagnosis of ADHD, bipolar disorder, depression, and other psychological conditions among children in the US.
Erin Rotheram-Fuller, Ph.D..
Assistant Professor, School Psychology
Dr. Rotheram-Fuller’s current research examines system level issues relating to peer relationships, academic performance, cognitive functioning and behavioral control among elementary aged students. Dr. Rotheram-Fuller is also involved in research on the consultation process with teachers of children with autism, and developing youth programs on global citizenship and community building in international settings. Her publications include more than 20 articles and book chapters on topics that span both public health and education disciplines, and underscore her dedication to improving the education and resiliency of individuals with social challenges.
