Dr. George DuPaul is Professor of School Psychology and Associate Dean for Research in the College of Education at Lehigh University. He has been an author or co-author on over 240 journal articles and book chapters as well as 10 books and two videos related to ADHD and pediatric school psychology. Dr. DuPaul was School Psychologist of the Year in Pennsylvania in 1999, was the recipient of the 2008 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association and was named to the Children and Adults with ADHD (CHADD) Hall of Fame in 2008. His primary research interests include school-based intervention for students with ADHD, early intervention for young children at-risk for ADHD, and assessment and treatment of ADHD in college students. He also has strong interests in integrated behavioral health and pediatric school psychology. Dr. DuPaul has chaired dissertations for 37 doctoral students at Lehigh, has advised over 25 educational specialist degree recipients, and currently is mentoring 10 doctoral, 1 educational specialist, and 2 undergraduate students.
Alicia Chunta is a sixth year doctoral student in the school psychology program. She graduated from the University of Maryland in 2018 with a B.A. in psychology. Her research and practical interests include the development and dissemination of evidence-based interventions for children with ADHD and other behavioral challenges, child/parent/teacher self-efficacy and the role it plays in treatment outcomes, parent education groups, and school-wide positive behavioral support. Contact: firstname.lastname@example.org
Jae Hyung Ahn is a sixth-year doctoral student in the school psychology program, specializing in Pediatric School Psychology. Her areas of interest are 1) cognition, emotion, and motivation on school functioning in children with disabilities and/or chronic health conditions, and 2) empowerment of families of children with chronic health conditions. Contact: email@example.com.
Amanda Nelson is a fifth year doctoral student in the school psychology program, specializing in pediatric psychology. She graduated from the University of Nebraska-Lincoln with a Bachelor of Arts in Psychology in 2019. Her research interests include the relationship between sleep and ADHD in childhood and adolescence, and the impact these two components have on academic, social/emotional, and behavioral functioning. She was previously an extern at Children's Hospital of Philadelphia, and has also completed practicums in elementary, middle, and high school settings. Amanda is currently a psychology extern in two of Nemours Children's Health integrated primary care clinics. Contact: firstname.lastname@example.org
Eliana Rosenthal is a fifth year doctoral student in the school psychology program and in the pediatric health track. She graduated from Brandeis University in 2016 with a double major in Psychology and Near Eastern and Judaic Studies. After college, she worked as an RA at the Lurie Institute for Disability Policy at the Heller School for Social Policy and Management for three years. Her research interests include the psychosocial and academic effects of having a sibling with disruptive behavior problems and reducing sibling conflict. She is also interested in parent and sibling interventions for families raising a child with disruptive behavior problems. She has previously worked as psychology extern at the Children's Hospital of Philadephia in Neuropsychology and the Center for Management of ADHD and she is currently an extern in CHOP's neuropsychology in oncology program. Her dissertation focuses on the impact of a behavioral parent training program on sibling interventions for preschoolers with ADHD. Contact: email@example.com
Sara Franklin Gillette is a fifth year doctoral student in the School Psychology program with a specialization in School Based Prevention. She graduated from the College of William & Mary in 2019 with a BA in Psychology. Her research and clinical interests include school-based interventions for students with emotional and behavioral disorders, including those with ADHD and significant behavioral concerns. She has completed school-based practicum in Southern Lehigh and in Allentown, and an externship in the CHOP ADHD Center. She is completing her current practicum at the Centennial School of Lehigh University. Her dissertation will focus on organizational skills interventions for students with EBD. Contact: firstname.lastname@example.org
Hi Jae Jung is a fourth year doctoral student in the school psychology program. She graduated from Sungkyunkwan University (Korea) with a B.A. in Psychology and Child Psychology and Education and an M.A. in Child Psychology and Education. As a student, she worked at the Mindcare Institute of Korea as an Attention Program Trainer/Tutor, and helped students with ADHD, ASD, and other learning disorders adjust to school. Her research interests include school adjustment for students with SEBD, neurodevelopmental disorders, or learning disorders. She is also interested in protective factors–provided at the school or through family-school cooperation–that would support their resilience and school life. Contact: hij220@lehigh.
Sean Morse is a third-year doctoral student in the school psychology program. He graduated from Georgia State University in 2021 with a B.A. in psychology. His research interests include school-based interventions to support adolescents with ADHD and/or other emotional/behavioral challenges in their transition into young adulthood as well as implementation science and treatment integrity in school mental health practices. His current research focuses on the identification of school mental health professional skills and behaviors that can be prioritized during dissemination efforts and implementation support for an evidence-based, multicomponent intervention for high school students with ADHD. Contact: email@example.com
Marsha Ariol is a third-year student in the school psychology doctoral program. She graduated from Florida State University with a B.S. in Family and Child Sciences and from Barry University with a M.S. in Clinical Psychology. After completing her masters, she worked as a research assistant for the Partnering to Achieve School Success (PASS) study at the Children’s Hospital of Philadelphia. Her current research focus looks at both student and teacher perspectives of student-teacher relationships in Black youth with ADHD. More broadly she is interested in family-school collaborations, implementing effective and culturally responsive interventions for children with ADHD and other disruptive behaviors, and integrated behavioral healthcare. Contact: firstname.lastname@example.org
Joey Lam is a second-year doctoral student in the school psychology program. She graduated with a B.S. in Psychology and an M.S. in Experimental Psychology from Saint Joseph's University. During her master's program, she was a graduate research coordinator for the Behavior, Emotions, Development, and Sleep (BEDS) lab at the Children's Hospital of Philadelphia. Her current research project focuses on parenting practices, child behavioral regulation, and sleep functioning in young children at-risk for ADHD. Contact: email@example.com.
Chen Shi is a third-year doctoral student in the Special Education program, specializes in Parent Training and Family-Based Interventions for children with ADHD and Emotional Behavioral Disorders (EBD). Her research endeavors are underpinned by a profound commitment to empowering families with practical, evidence-based interventions. Chen's overarching goal is to facilitate a seamless translation of research findings into tangible support systems, thereby contributing to the enhancement of the quality of life for children facing these challenges and their parents.