Evan Boushon (he/him) is a graduate student in the School Psychology EdS Program. He completed his B.S. in Psychology at Edgewood College. He has worked as an ABA therapist, a paraprofessional in a school for students with moderate/severe disabilities and behavioral concerns, a developmental and social-emotional screener for children in the Child Welfare System, and as a Research Specialist for youth PTSD and Alzheimer’s Disease. His research interests include social-emotional learning, family-school-community collaboration, and trauma-informed practices.
Makayla Nichelle Carr (she/her) is a generalist graduate student in the Sandra Rosenbaum School of Social Work. She completed her B.A. in English with a Creative Writing Concentration and African and African American Studies at the University of Arkansas. Her interests include black liberation, mental health, crisis intervention, trauma informed care, and disruption of the School-to-Prison Pipeline of black youth through institutional and community collaboration.
Lucy Cid (she/her) is a graduate student in the part-time MSW program. She earned her bachelor’s degree in Social Welfare at the University of Wisconsin-Madison. She is currently employed as an administrative assistant at East High School, in Madison, WI. Her interests are in youth mental health, childhood poverty, trauma informed curriculum, and policy.
Jayda Rose Griffin (she/her) is a graduate student in the School Psychology EdS Program. She graduated from UW-Madison with a bachelor’s degree in Psychology with certificates in Afro-American studies, Gender and Women’s Studies, and Education and Educational Services. Her work experience includes working at a psychiatric clinic, a camp that serves people with various disabilities, and currently a hospital as a Patient Safety Attendant. Her research interests include cultural responsiveness and early identification and intervention of mental health disorders.
Jonathan Paul Hardinger (he/they) is a graduate student in the School Psychology EdS Program. He completed his B.S. in Psychology at the University of Wisconsin-La Crosse. His academic interests include development of inclusive academic environments, cultural responsiveness, and early identification and intervention of children with autism spectrum disorder.
Aja Jones (she/her) is a graduate student in the School Psychology EdS Program. She completed her B.A. in Psychological & Brain Sciences and Educational Studies at Washington University in St. Louis where she was a research assistant with their Institute for Public Health, as well as the Personality Measurement and Development Psychology Lab. Her current research interests broadly include school mental health and school safety.
Stephanie Kressin is a graduate student in the School Psychology EdS Program.
Leah Marsh is a graduate student in the School Psychology EdS Program.
Caitlin McGahan (she/her) is a graduate student in the part-time MSW program. She completed her B.A. in Communication Studies with a Business minor at the University of Iowa. Caitlin is the co-founder of the Harlem Renaissance Museum & Program Director for the Urban Spoken Word Poetry Collective, Inc. She is also the Executive Minister at Sherman Avenue United Methodist Church. She is the co-school liaison for Sherman Church Adopt-a-School program with Mendota Elementary. Caitlin is on the WCASA Board of Directors. She is also the recipient of Brava Magazine’s 2022 Women to Watch award. Caitlin is a Peacekeeper for the Restorative Justice Program through Dane County Community Restorative Court. Her academic interests include restorative justice, disruption of the School-to-Prison Pipeline, trauma-informed care, and foster care.
Maesyn Poidomani (she/her) is a graduate student in the School Psychology EdS Program. She completed her B.S. in Brain and Behavioral Science with a minor in Human Development and Family Studies at Purdue University, where she was a research assistant for the Neurodevelopmental Family Lab and involved with the Disability Resource Center. Her academic interests include school mental health and social-emotional learning.
Mahalia Sobhani (she/her) is a graduate student in the part-time MSW program with a focus area in school social work. She earned her B.A. in creative writing from Northwestern University. She first developed a love for working with students while working in after-school programming in Evanston and Skokie, IL. Her special interests include abolitionist social work, social-emotional learning, connection and relationship as the root of healing, and grief work.
Grace Schultz (she/her) is a graduate student in the MSW program. She completed her B.A. in Communication Arts and Afro-American Studies at the University of Wisconsin-Madison. She is interested in how restorative justice, mindfulness, and culturally relevant and sensitive practices can be implemented to support student mental health. She believes that all students have a right to feel safe, heard, and understood at school.
Lola DeBoyes (she/her) is a graduate student in the MSW program in the Sandra Rosenbaum School of Social Work. She obtained her B.A. in psychology and a certificate in Criminal Justice from Boston University, where she conducted research at the Center for Autism Research Excellence. She has worked as a case manager at the Community Action Coalition for South Central Wisconsin and currently works as an inclusion services staff at Madison School and Community Recreation. Her academic interests involve youth mental health, crisis intervention, and social-emotional learning.
Autumn Seaton (she/her) is a graduate student in the MSW program at the Sandra Rosenbaum School of Social Work. She completed her B.S. in Psychology at the University of Illinois at Urbana-Champaign, where she was a research assistant for the Social, Cognitive, Personality, and Emotional (SCOPE) Neuroscience Lab and the College of Education’s Special Education Department. Her academic interests include risk assessment and crisis intervention, developing social-emotional learning curriculum, and working with students with disabilities.
Audrey Burke is a graduate student in the School Psychology EdS program. She completed her B.A at the University of Wisconsin – Madison with majors in Psychology and Education Policy, as well as a certificate in Chicano/Latino Studies. While in undergrad, Audrey volunteered as a college advisor for high school students to support them through the college application process, and worked as a research assistant within the Educational Neuroscience Lab on a project that explored how children understand, and self-report pretend play behaviors. Her research interests include how Restorative Justice practices can be used to support school mental health, social-emotional learning and positive school climates.
Maddie Harford (she/her) is currently pursuing her graduate studies in the School Psychology EdS Program. She earned her Bachelor of Science degree in Psychology from the University of Wisconsin-La Crosse, where she also completed a minor in At-Risk Child and Youth Care. With hands-on experience as a preschool teacher and time spent working at an educational residential facility for youth with neurodevelopmental disorders, Maddie has developed a strong passion for advocating on behalf of young people with disabilities. Her professional interests revolve around ensuring that all children have access to high-quality education tailored to their unique needs, empowering them to succeed both academically and personally.
