Faculty Directory
About me

Jennifer
Cooper

Assistant Professor, School-Clinical Child Psychology

Ph.D., The Ohio State University, School Psychology
M.A., The Ohio State University, School Psychology
M.A., Stony Brook University, Public Policy
B.A., University at Albany, Political Science

 

Assistant Professor Jennifer Cooper, PhD, NCSP, is a Nationally Certified and Licensed School Psychologist. Dr. Cooper earned her PhD in School Psychology from the Ohio State University. She previously served as the Director of Clinical Training at the University of Massachusetts, Amherst, and as an Assistant Professor and Co-Program Director of the School Psychology program at National Louis University in Chicago, IL. Dr. Cooper currently serves on the Editorial boards for School Psychology Review, Journal of School Psychology, and the Journal of Educational and Psychological Consultation. She serves on the Executive Board for the Trainers of School Psychologists and as the former Chair of the National Association of School Psychologists’ Social Justice Interest Group.

 

Dr. Cooper’s research agenda is focused on preventing and treating youth mental, emotional, and behavioral issues through improving the use of multi-tier frameworks and culturally responsive evidence-based practices in schools. Specifically, she is interested in 1). understanding professionals’ behavior related to the uptake, adoption, and implementation of evidence-based interventions and 2). studying efficient and effective models of school-based service delivery that build the capacity of school personnel and caregivers to support students’ academic, behavioral, and social-emotional functioning. Dr. Cooper is especially interested in equitable access to mental health and behavioral supports in schools and training issues related to advocacy and social justice in psychology and education. She has presented nationally and published on topics related to social justice and mental health in schools. She teaches courses in consultation and supervision, assessment and school mental health.

 

School mental health/Interconnected Systems Framework; Implementation of evidence-based practices in schools; Consultation/coaching; Internalizing mental health issues; Social justice/disparities in youth educational and mental health outcomes

 

2019, Junior Faculty Scholarship Recipient, Trainers of School Psychologists

2019, School Psychology Research Collaboration Conference Scholar, SSSP

2018, University Affinity Group Grant Recipient, National Louis University

2018, Nominee, Excellence in Teaching Award, National Louis University

2016-2020, Invited Participant, 2016-2020 School Mental Health Research Summits

2016, Faculty Research Residency Recipient, National Louis University

2012, Graduate Student Council Leadership Award, The Ohio State University

2012, Graduate Student of the Year, Trainers of School Psychologists

 

Cooper, J. M., Williams, S., & Shriberg, D. (2020). Training school psychologists as social justice change agents: Current practices and future directions. An introduction to the special issue, part I. Trainers’ Forum, 37(2), 1-9. https://tsp.wildapricot.org/forum

 

Cooper, J. M., Smith, T., Holmes, S., Preast, J., Bloomfield, B., & Sheridan, S. (2020). Introduction to the special issue: Recent methodological advancements in indirect service delivery. Advanced online publication. Journal of Educational and Psychological Consultation. doi: 10.1080/10474412.2020.1785885

 

Smith, T. E., Holmes, S. R., Sheridan, S. M., Cooper, J. M., Bloomfield, B. S., & Preast, J. L. (2020). The effects of consultation-based family-school engagement on student and parent outcomes: A meta-analysis. Journal of Educational and Psychological Consultation. Advanced online publication. doi: 10.1080/10474412.2020.1749062

 

DuPaul, G., Evans, S. W., Allan, D., Puzino, K., Xiang, J., Cooper, J. M., & Owens, J. S. (2019). High school teacher ratings: Factor structure and normative data for the School Functioning Scale. School Psychology (formerly School Psychology Quarterly). doi: 10.1037/spq0000323

 

Miranda, A. H., Radliff, K. M., Cooper, J. M., & Eschenbrenner, C. R. (2014). Graduate student perceptions of the impact of training for social justice: Development of a training model. Psychology in the Schools, 51(4), 348-365. doi: 10.1002/pits.21755

 

Cooper, J. M., Dollarhide, C. T., Radliff, K. M., & Gibbs, T. A. (2014). No lone wolf: A multidisciplinary approach to creating safe schools for LGBTQ youth through the development of allies. Journal of LGBT Issues in Counseling, 8(4), 344-360. doi: 10.1080/15538605.2014.960128

 

jennifer.cooper@yu.edu
646-592-4395

Yeshiva University

Ferkauf Graduate School of Psychology

School-Clinical Child Psychology Program, Rousso 

1165 Morris Park Ave, Bronx, NY 10463

MEDIA RELATIONS

To request an interview, please contact Media Relations at 212-960-5400 x5488 or publicaffairs@yu.edu

PSS 6191/6192: Child Assessment with Practicum I/II

PSS 6221: School Consultation and Supervision 

PSS 6500F: Research Seminar: School Mental Health