Stephen Kilgus, Ph.D., Principal Investigator
Dr. Kilgus is an Associate Professor in the School Psychology Program at the University of Wisconsin-Madison. His research is in the area of school mental health. Dr. Kilgus has authored and contributed to the development of a number of assessments, including Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), Direct Behavior Ratings (DBRs), and the Intervention Selection Profile (ISP). He is also a co-author of the Resilience Education Program (REP).
Katie Eklund, Ph.D., Co-Principal Investigator
Dr. Eklund is an Associate Professor in the School Psychology Program at the University of Wisconsin-Madison. Her current research projects include implementation of universal screening and Tier 2 social emotional interventions in K-12 schools, addressing the social-emotional and behavioral needs of culturally and linguistically diverse students, and investigating the impact of School Resource Officers on school climate and safety.
Andy Garbacz, Ph.D., Co-Investigator
Dr. Garbacz is an Associate Professor in the School Psychology Program at the University of Wisconsin–Madison. His research focuses on family-centered and family-school-community collaboration within a school mental health framework. His work centers equity and emphasizes community partnerships. He is a co-author of REP Resilient Families.
Jessica Willenbrink, Ph.D., Research Associate
Dr. Willenbrink is a postdoctoral research associate within the School Psychology program at the University of Wisconsin-Madison. Within SMHC, she assists with the development and investigation of the Resilience Education Program and the Intervention Selection Profile. Jessica is interested in research examining the prevention of mental health disorders for children and adolescents in school settings. Her research focuses on social, emotional, and behavioral prevention programs at the Tier 1 and Tier 2 levels. She has specialized experience in the research and implementation of universal/Tier 1 mindfulness curricula applied in school settings.
Alexandra Barber, M.S., Graduate Research Assistant
Alexandra Barber is a doctoral graduate student in the School Psychology program at the University of Wisconsin-Madison. She is advised by Dr. Katie Eklund. She received a BA in Psychology from Amherst College where she studied the adverse outcomes of experiencing race and gender-based microaggressions on students of color. Her current research interests include examining the factors that make internalizing disorder interventions successful for diverse students and the accommodations needed in schools to ensure that they are tailored to diverse needs. She is also interested in how cultural competency trainings for teachers and administrators result in meaningful positive change for students.
Kortni Dubose, B.A., Graduate Research Assistant
Kortni Dubose is a second year doctoral student in the School Psychology program at UW-Madison. Previously, she received a BA in Psychology at the University of Kentucky. Kortni’s broad research interests are in the area of school-based mental health, involving the development and implementation of school-based interventions for students with internalizing symptoms. Additionally, she is interested in how school climate perceptions may impact social, emotional, and educational outcomes for students.
Leah Schwartz-Dodek, B.S., Graduate Research Assistant
Leah Schwartz-Dodek is a graduate student in the School Psychology EdS program. She received a BS degree in Child Development and Psychology with minors in Spanish and Special Education from Vanderbilt University. Leah’s research interests are in the area of school mental health, particularly the development and implementation of school-based intervention and prevention programs.