School Counseling

Sinead is currently seeking her MS in counseling, with a dual-track concentration in the School Counseling and Clinical Mental Health Counseling programs. Originally from Knoxville, TN, she received her BS in child and family studies and psychology at UT Knoxville, and joined EPC in 2015. We asked her to reflect on some past and current experiences. Read her responses below.

Accomplishments

Volunteering at Pond Gap Community School: I created and lead a counseling group for children with incarcerated parents.

• Refer to Resume for additional details

Current Occupation

Youth Minister
Episcopal Church of the Good Samaritan
Knoxville, TN

I am in my third year leading the youth programming at Good Samaritan. I coordinate educational, service, and recreational programs for the youth, and have implemented a social justice oriented curriculum that includes socially-responsible mission trips each summer.

Personal Interests

When I’m not at school I enjoy volunteering in the community (Children’s Hospital is my favorite!), spending time with friends exploring all the great things to do in Knoxville, and playing with my Italian Greyhound, Nelly.

Future/Vocational Goals

I hope to work with children who have experienced trauma and their families. I am thankful to have had the opportunity to participate in the dual-track program here at UT, as it has offered me many different learning opportunities for working with children in elementary school, middle school, and community settings. One of the reasons I selected UT was the Grief Outreach Initiative and my experience with mentoring a grieving child was very influential.

What sold you on this program/department/university?

I applied to schools all over the country, but when it came down to my final decision, I was surprised to find that UT had more of the components I was looking for than any other school. The dual-track option was very important to me, as I know I want to work with children, but I am interested in having the holistic view of both school and community settings. I was surprised to find that many of the schools I was interested in did not offer this, and I kept realizing how unique UT was in offering this option. Additionally, the Grief Outreach Initiative and the graduate certificate in Grief, Loss, and Trauma was appealing. I plan to work with children experiencing those very issues, and having this certificate so easily available in the program was another draw. Finally, the opportunities to work with the University-Assisted Community Schools in the area was something that really made UT stand out. Having the opportunity to volunteer in local high-need schools and to really put my skills into practice in the real world has been immensely beneficial for me as a counselor in training.

What would you tell an incoming student who joins the program/department?

I would tell an incoming student to be sure to take advantage of all the opportunities available to you through the program, department, and UT as a whole. There are so many events and activities that allow you to learn about a wide range of topics, connect with other students and faculty, and to engage with the community as a whole. Taking advantage of the many opportunities will allow you to stretch and challenge yourself, meet people who are different from you and to really make the most of your experience here. There is a lot you can learn at UT outside the classroom that will really inform the kind of counselor you will become.

School Psychology

Samantha is currently seeking her PhD in School Psychology. Originally from Centerville, OH she received her BA in psychology from Cedarville University (Ohio) and her MS in Applied Educational Psychology from UT Knoxville. In 2012, she joined EPC. We asked her to reflect on some past and current experiences. Read her responses below.

Awards

• Chancellor’s Fellowship (2012-2016): Fellowship given to support the continued education of students.
• The Ron Carlini Persistence Award (2014): Award given through the school psychology program for assisting with the APA accreditation process.

Accomplishments

Roles/Positions
GRA in the School Psychology program: 2012-2015
KLASS Center Clinic Coordinator: 2015-2016
GTA for Assessment Practicum in the School Psychology program: 2015-2016

Peer Reviewed Publications
Cazzell, S. S., Browarnik, B. L., Skinner, A. L., Cihak, D. F., Skinner, C. H., & Forbes, B. (2016). Extending research on a computer-based flashcard reading intervention to post-secondary students with intellectual disabilities. School Psychology Forum: Research in Practice, 10, 191-206.

Forbes, B. E., Skinner, C. H., Maurer, K. M., Taylor, E. P., Schall, M., Cazzell, S., Ciancio, D., Conley, M., & Conley, E. (2014). Prompting faster reading during fluency assessments: The impact of skill level and comprehension measures on changes in performance. Research in the Schools.

Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K., Moore, T., and Coleman, M. (2016). Preventing disruptive behavior via classroom management: Validating the color wheel system in kindergarten classrooms. Behavior Modification, 1, 1-23.

Schall, M., Skinner, C. H., Cazzell, S., Ciancio, D., Ruddy, J., & Thompson, K. (e print January 2016). Extending research on oral reading fluency measures, reading speed, and comprehension. Contemporary School Psychology. DOI 10.1007/s40688-015-0083-

Cazzell, S., Skinner, C., Ciancio, D., Aspiranti, K., Watson, T., Taylor, K., McCurdy, M., & Skinner, A. (in submission). Evaluating a Computer Flashcard Sight-Word Recognition Intervention with Self-Determined Response Intervals in Elementary Students with Intellectual Disability. School Psychology Quarterly.

Peer Reviewed Presentations
Cazzell, S., Taylor, K., Skinner, C., McCurdy, M., Skinner, A., Ciancio, D., Beeson, T., & Cihak, D. (February 2016). Evaluating a computer flashcard reading intervention with self-determined response intervals in a post-secondary student with Intellectual Disability. Poster presented at the University of Tennessee Gallery of Excellence, Knoxville TN.

Gibbons, S., Ryan, K., Skinner, C., Taylor, K., Beeson, T., Ciancio, D., & Cazzell, S. (February 2016). Expanding Research on a Computer-Based Flashcard Reading Intervention with a Post-Secondary Student in the FUTURE Program.Poster presented at the University of Tennessee Gallery of Excellence, Knoxville TN.

Taylor, K., Skinner, C., Cazzell, S., Ruddy, J., Ciancio, D., Cihak, D., & Beeson, T. (February 2016). Perceptual disfluency and learning in a FUTURE student with Intellectual Disability. Poster submitted for presentation at the University of Tennessee Gallery of Excellence, Knoxville, TN.

Taylor, K., Crabtree, K., Turnbull, S., Ciancio, D., & Skinner, C. (August 2015). The effectiveness of readability formulas as predictors of oral reading fluency. American Psychological Association (APA) Conference, Toronto, Ontario.

Schall, M., Skinner, C. H., Cazzell, S., Ciancio, D., Ruddy, J., & Thompson, K. (February 2015). Extending research on oral reading fluency measures, reading speed, and comprehension: The ransom note study. Presented at the National Association for School Psychologists (NASP) Conference, Orlando, FL.

Schall, M., Skinner, C. H., Cazzell, S., Ciancio, D., Ruddy, J., & Thompson, K. (October 2014). Extending research on oral reading fluency measures, reading speed, and comprehension: The ransom note study. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Chattanooga, TN.

Tiffany, W., Katie, C., & Cazzell, S. (October 2014). The Effectiveness of Readability Formulas as Predictors of Oral Reading Fluency. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Chattanooga, TN.

Cazzell, S. (April 2014). Student perceptions of the utility and effectiveness of a computer-reading intervention. Presented at the University of Tennessee (Survey Research class), Knoxville, TN.

Forbes, B. E., Schall, M., Cazzell, S., Taylor E. P., & Skinner, C. H. (February 2014). Prompting faster reading: The impact of comprehension measure. Presented at the National Association of School Psychologists (NASP) Conference, Washington, D.C.

Cazzell, S. S., Browarnik, B. L., Skinner, A. L., Cihak, D. F., Skinner, C. H., & Forbes, B. (November 2013). Extending research on a computer-based flashcard reading intervention to post-secondary students with intellectual disabilities. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Montgomery Bell State Park, Burns, TN.

Cazzell, S. S., Browarnik, B. (November 2013). Assessment of Two Reading Interventions. Presented at the Tennessee Association of School Psychologists (TASP) Conference, Montgomery Bell State Park, Burns, TN.

Cazzell, S. S., Browarnik, B. (March 2013). Assessment of Two Reading Interventions. Presented at the Graduate Student Research Colloquium, University of Tennessee, Knoxville, TN.

See Curriculum Vita for additional details.

Current Occupation

Pre-Doctoral School Psychology Intern
Lenoir City Schools
Lenoir City, TN

As a school psychology intern at Lenoir City Schools, I will be working with students in elementary, middle, and high school who have academic, behavioral, and/or social-emotional concerns. In these schools, I assess students with educational concerns, develop academic and behavioral interventions, and consult with parents and teachers to promote student growth. I also have opportunities to counsel students with social-emotional concerns.

Personal Interests

I have really enjoyed exploring Knoxville after moving here from Ohio for graduate school. I especially like visiting the mountains with my husband, going downtown to shop at the Farmer’s Market, paddle-boarding at the Quarry, and trying out new restaurants. I also enjoy baking treats, going on walks after work, and spending time with my family and friends.

Future/Vocational Goals

After I complete my internship, I hope to work in the schools and put the skills that I have learned into practice. I especially like working in school environments because it allows for continued collaboration with teachers and parents to make educational decisions that benefit students. Eventually, I may pursue licensure in the hopes of becoming a licensed psychologist so that I can also have the opportunity to work in a clinic setting with children, adults, and families.

What sold you on this program?

I decided to attend the University of Tennessee to study school psychology for several reasons. To begin, I appreciated this program’s timeline that allows for students to progress through classes, complete their dissertation and internship, and ultimately, finish the program within five years. I also liked how supportive the students appeared during the interview process and how willing they were to answer all of my questions. Finally, I chose this program because of the funding opportunities presented through assistantships. I am so thankful that this funding was available throughout the duration of my time at UT Knoxville.

What would you tell an incoming student who joins the program?

I would encourage students to develop a good working relationship with their cohort and seek outside experiences to broaden their knowledge-base, especially during the first few years of the program. In seeking outside opportunities in their respective area(s) of interest, students can build their vitaes and gain experiences working with varied populations that will be beneficial when applying for internships and jobs. Also, don’t be afraid to ask questions! Getting through a graduate program is a long process, and the cohorts above you are excellent sources of information if you have any questions.

Evaluation, Statistics & Measurement

Käsbauer earned a PhD with the Evaluation, Statistics, and Measurement program in 2012. Originally from Germany, she now lives and works in Oxford, England, United Kingdom. We asked her to reflect on past experiences with EPC and discuss where she’s at now. Read her responses below.

Current Occupation

Senior Research Associate
Picker Institute Europe in Oxford

Picker Institute Europe is a registered charity in England, Wales, and Scotland, which seeks to:
– Influence policy and practice so that health and social care systems are always centered around people’s needs and preferences
– Inspire the delivery of the highest quality care, developing tools and services which enable all experiences to be better understood
– Empower those working in health and social care to improve experiences by effectively measuring, and acting upon people’s feedback

Awards and Accomplishments Earned as a Student

• Recognized with the certificate for Extraordinary Professional Promise by the Chancellor’s awards.
• Held research assistant positions with the Institute for Assessment and Evaluation in the Educational Psychology and Counseling Department and the Safety, Environment, and Education Center within the Division of Student Life.
• Presented with colleagues at national and regional conferences, including the American Evaluation Association and the Eastern Evaluation Research Society.

Accomplishments since Graduating

It was important for me to find a job where I can work directly with individuals and help them make sense of and use evaluation/research findings. Conducting evaluations is great but building time directly into each project to go out and work with doctors, nurses and healthcare staff to interpret and plan for the use of the evaluation data is much more rewarding. By stepping away from the desk and engaging more with front line healthcare staff, I can help improve the experiences of patients/service users and feel a great sense of accomplishment.

Personal Interests

I teach vinyasa yoga at a local studio, YogaVenue, and Oxford Brookes University. Yoga provided me with a space for relaxation and helped me strengthen my endurance in challenging situations during my studies. I now enjoy teaching and sharing these benefits with other students and the local community.

What sold you on this program/department/university?

The small program, individual feedback from faculty, the mentorship and opportunities for multiple practicum/internships.

What would you tell an incoming/current student in the program/department?

Get to know your fellow students, co-workers, and professors as persons. You will spend a lot of time with them and they genuinely care about your success. It helps when you understand who is working towards what in their own career, and how you can both help and learn from them.

Also, find something outside of work and studies that you are really passionate about. It will help you unwind and put your experiences as a student into a bigger perspective.

How did your experiences as a student help you in your professional/personal life after graduation?

Over the course of my studies, I worked on over 50 different evaluation projects. This was a huge asset, as I had already experienced so may different personalities and agendas that can affect the work of an evaluator. Also, through the advanced courses offered in the ESM program, I walked away with a great set of skills that allowed me to successfully lead and manage my own evaluation projects.

“The Evaluation, Statistics, and Measurement program prepared me well for a career in the field of evaluation. The combination of mentorship and many practical evaluation field experiences helped me feel confident in my job after graduation. The small program also made it easy to connect with other students and create networks.

Thank you to all my mentors, professors and fellow students for your continued support.

Finally, the kindness of the supporting staff at the University of Tennessee still stands out to me today.”

Nineteen members of EPC were commended at the College of Education, Health, and Human Sciences Faculty and Staff Recognition Ceremony on April 27, 2016.

To see photos from the event, please go to the “CEHHS Faculty & Staff Recognition Ceremony 4.27.16” album on our EPC Facebook page.

Awards

College Senate Departmental Staff Award
Recognizes a departmental-level non-exempt staff person who has provided exceptional contributions to his/her department (going above & beyond job expectations to accomodate students and faculty, contributing to a positive and supportive work culture and environment.

Synthia Clark
Administrative Specialist I

“I am so lucky to work in a department with such caring, supportive, and appreciative individuals!”

The Helen B. Watson Faculty/Student Award for Outstanding Doctoral Dissertation
Awarded to a student and the faculty member who directed the outstanding doctoral dissertation within the departments of Educational Leadership and Policy Studies; Educational Psychology and Counseling; Kinesiology, Recreation, and Sport Studies; or Theory and Practice in Teacher Education.

CEHHS Board of Advisors Faculty Support Award
Awarded to recognize current/past accomplishments or future projects of one outstanding faculty member for teaching/research/service efforts in any area within CEHHS.

R. Steve McCallum
Professor in School Psychology

“I want to take this opportunity to thank the CEHHS Board of Advisors for their recognition and support of my work. Over the years I have worked closely with board members and know firsthand of their many contributions to the college!”

Recognition

 Casey A. Barrio Minton
Associate Professor in Counselor Education

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Editor of Journal of Counselor Leadership & Advocacy
– Recognized under Authors/Editors of Books and Assessments for Evaluating Student Learning Outcomes in Counselor Education. Alexandria, VA: American Counseling Association
– Recognized under Recipients of National/International Professional Awards for Outstanding Research Award from Chi Sigma Iota International

Bonnie Bull
Administrative Support Assistant III

– Recognized under University of Tennessee Support Staff Service Awards for five years of service

Stephanie Cowherd
Associate Director of Corporate Connections for Center for Literacy, Education & Employment

– Recognized under Grants and Contracts Recipients for the Tennessee DHS/Division of Rehabilitation Services/UT CLEE from the Tennessee Department of Human Services, $788,443

Joel F. Diambra
Associate Department Head & Director of Graduate Studies

– Recognized under Recipients of National/International Professional Awards for Outstanding Counselor Educator of the Year from the Tennessee Association for Counselor Education and Supervision

Patrick L. Dunn
Program Co-Coordinator for Rehabilitation Counseling

– Recognized under Grants and Contracts Recipients for the Long-Term Training: Rehabilitation Counselors for the Deaf from the US Department of Education – Office of Special Education & Rehabilitative Services, $148,492

Sandra Fugate
Center for Literacy, Education & Employment

– Recognized under 2014-15 Faculty & Staff Retirements (2000-2015)

Melinda Gibbons
Program Coordinator for Counselor Education/School Counseling

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Associate Editor of Professional School Counseling Journal
– Recognized under Grants and Contracts Recipients for the PIPES: Possibilities in Postsecondary Education and Science among Rural Appalachian Youth from the Office of Research Infrastructure Program, $209,136

Aaron Kohring
Director for Center for Literacy, Education & Employment

– Recognized under Grants and Contracts Recipients for the LINCS Regional Professional Development Centers Program from the US Department of Education, $284,750 and the Transition & Self Determination Support from the Tennessee Department of Education, $549,105

Robert Kronick
Professor for School Counseling & Cultural Studies of Educational Foundations

– Recognized under Chancellor’s Honors Awards for the Alumni Public Service Award
– Recognized under Grants and Contracts Recipients for the University-Assisted Community School from the Catholic Charities of East Tennessee, Inc., $100,000

R. Steve McCallum
Professor for School Psychology

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Co-Founder & Consulting Editor of Journal of Psychoeducational Assessment
– Recognized under Authors/Editors of Books and Assessments for Handbook of Reading Assessment: A One-Stop Resource for Prospective and Practicing Educators. Routledge: Taylor and Francis
– Recognized under Authors/Editors of Books and Assessments for Universal Nonverbal Intelligence Test 2. Austin, TX: Pro-Ed Publishing Company
– Recognized under Chancellor’s Honors Awards for the Research & Creative Achievement Award

Merilee McCurdy
Program Coordinator for School Psychology

– Recognized under Presidents of National/International Professional Organizations for being Chair of Council for Directors of School Psychology Programs

Jennifer Ann Morrow
Program Coordinator for Evaluation, Statistics & Measurement

– Recognized under Chancellor’s Honors Awards for the Excellence in Teaching Award

Roma Powis
Center for Literacy, Education & Employment

– Recognized under 2014-15 Faculty & Staff Retirements (2004-2015)

Stephanie Robinson
Institute for Assessment & Evaluation

– Recognized under 2014-15 Faculty & Staff Retirements (1994-2015)

Connie Settle
Institute for Assessment & Evaluation

– Recognized under 2014-15 Faculty & Staff Retirements (1993-2015)

Barbara Thayer-Bacon
Program Coordinator for Learning Environments & Educational Studies/Cultural Studies of Educational Foundations

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Editor-in-Chief of Studies in Philosophy and Education

Connie White
Associate Director of School & Family Programs for Center for Literacy, Education & Employment

– Recognized under Grants and Contracts Recipients for the Tennessee Teachers’ Professional Development Event Support from the Tennessee Department of Education, $2,214,746 and the Tennessee Teachers’ Professional Development Event Support from the Tennessee Department of Education, $877,092

Seven School Psychology PhD candidates – Brooke Browarnik, Trish Franklin, Leslie Hart, Katie Scott, Kelly Smyth, Kelly Thompson, and Samantha Turnbull – were matched with APA-accredited internships.

To become a licensed psychologist, all school psychology doctoral students must have completed an internship. Internships accredited by the American Psychological Association (APA) are highly sought out, yet a large number of applicants go unmatched. In 2016, almost thirty percent of applicants were not matched with an APA-accredited internship.

Read below to see where each of the seven will be interning and their experiences of the process.

Brook Browarnik
Cypress-Fairbanks ISD
Cypress, TX

What was the application process like?
Have you ever seen “The Shining”? It was a lot like that. But I had tons of support from my professors and cohort!

How do you feel about being matched?
Relieved — I’m so happy to have matched!

What type of work will you be doing at your internship?
I’ll be working in a school district.

Will you be at one specific site?
I’ll “float” between three to four schools.

How do you feel about moving to Texas?
Yee haw!

Trish Franklin
Nebraska Internship Consortium
Lincoln, NE

What was the application process like?
It was stressful for the most part. It was really fun to look at all the different programs and visit places for interviews, but there was a lot of waiting. We started working on application materials in August and interviews were in January

How do you feel about being matched?
Very, very happy. Having an accredited internship makes licensure a lot easier.

What type of work will you be doing at your internship?
I’ll be working with kids who have pediatric feeding disorders. My program is in the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute (which is part of the University of Nebraska Medical Center) so a lot of the kids we serve have autism, but we work with other kids that have issues with feeding due to developmental, behavioral, or medical concerns as well.

Will you be at one specific site?
Primarily yes, but my internship is part of a consortium, so I’ll have a chance to visit some of the other sites and programs as well.

How do you feel about moving to Nebraska?
Very excited! I love going to new places. I’ll have to get used to the cold though 🙂

Leslie Hart
Cypress-Fairbanks ISD
Cypress, TX

What was the application process like?
The application process was equal parts stressful and interesting. It’s really neat to be able to search a nationwide database to see how you can build on the foundational skills we’ve learned here at the University of Tennessee. ​That said- it’s also stressful to get interviews, not get interviews, and pay for everything in between.​

How do you feel about being matched?
Matching was an incredible relief. ​It feels like a step in the right direction.

What type of work will you be doing at your internship?
I’ll be working ​as a Predoctoral Intern ​at the Cypress-Fairbanks ​I​ndependent School District with the ​Department of ​Psychological Services. I’ll be helping students across different settings and learn the ropes of being an effective school psychologist. ​I’m particularly excited for opportunities to build counseling skills both with students and with families. I walked away from the interview feeling like the staff at Cypress-Fairbanks emphasize the training of their interns across all the different areas of school psychology. I’m excited to join the next year’s cohort and join a training-focused internship program!

Will you be at one specific site?
No – I’ll be splitting time across different schools within the same district. ​

How do you feel about moving to Texas?
I’m incredibly excited to move to Texas and forget everything I ever knew about snow.

Is there anything else you’d like to say?
As much as I’m excited for the next adventure, I’m incredibly grateful for all my amazing practica and supervision here in Knoxville.

Katie Scott
Tennessee Internship Consortium
Loudon, TN

What was the application process like?
The application process was overall very stressful. We had to be extremely organized and on top of things in order to meet all of the required deadlines. The finances involved with applying to multiple sites was also a major stressor!

How do you feel about being matched?
I was both thrilled and entirely relieved to be matched with an APA-accredited internship!

What type of work will you be doing at your internship?
As the Cherokee intern, I will have the opportunity to work with several Head Start programs throughout East Tennessee as a behavioral consultant. I will also have opportunities working in the schools as a psychologist and in the KLASS Center as a clinician.

Will you be at one specific site?
No – I will be a part-time Cherokee Health Intern and a part-time KLASS Center Intern, so I will have a very diverse internship experience!

How do you feel about staying in Tennessee?
I am excited to remain in Knoxville and finally call Rocky Top my “home sweet home!”

Kelly Smyth
Cypress-Fairbanks ISD
Cypress, TX

What was the application process like?
The process was long and stressful – with tons of waiting in between phases. But thankfully, the cohort worked together throughout the whole process and made it a bit more manageable.

How do you feel about being matched?
Very excited – this is the culmination of our graduate program and it feels really good to have all my hard work pay off with this internship.

What type of work will you be doing at your internship?
Traditional school psych duties, but also some specific work with the autism and ADHD populations. Additionally, we will get the chance to conduct some parent training activities that I am very excited about as well.

Will you be at one specific site?
No – I will be assigned to several different schools within the school district I will be working for.

How do you feel about moving to Texas?
Excited and nervous. The moving process is not my favorite and moving across the country is a little overwhelming. But my fiance is coming with me and we are very excited about our next adventure together.

Kelly Thompson
Tennessee Internship Consortium
Loudon, TN

What was the application process like?
The application process was a little time consuming and nerve wracking. Counting all of my hours of experience took a lot of time, but thankfully our cohort helped each other when we had questions or were unsure of how to complete the application.

How do you feel about being matched?
I feel very thankful and excited to get started!

What type of work will you be doing at your internship?
I will be working as the school psychology intern for Sweetwater County Schools.

Will you be at one specific site?
Yes, I will be placed in Sweetwater County Schools.

How do you feel about staying in Tennessee?
I am very excited about staying in Tennessee. My husband grew up in Knoxville and we have family in town as well. I have grown to love Knoxville and am very happy to stay in Tennessee.

Is there anything else you’d like to say?
I am excited to get more experience in the school setting!

Samantha Turnbull
Tennessee Internship Consortium
Loudon, TN

What was the application process like?
The application process was complex and tedious.

How do you feel about being matched?
I am excited and relieved to have been matched with an APA-accredited internship.

What type of work will you be doing at your internship?
I will be working full-time at Lenoir City Schools doing activities that a typical school psychologist does in the schools.

Will you be at one specific site?
I will be at Lenoir City Schools four days a week and will receive supervision one day a week.

How do you feel about staying in Tennessee?
I am really excited to stay in Tennessee. After being here for four years, Tennessee has become my new home.

Is there anything else you’d like to say?
I am glad that I finally get to apply everything that I have learned during this program on internship next year.