Skip to main content

Stephanie Coleman

Photograph of Stepanie Coleman

Stephanie Coleman

Associate Professor of Psychology

Office: N1059
713-221-5088
colemanst@uhd.edu

Dr. Coleman began teaching at UHD in 2014. She completed her M.A. and Ph.D. in School Psychology at the University of Missouri and her doctoral internship and postdoctoral fellowship at Cypress-Fairbanks ISD. She has previous clinical experience working with children, adolescents, and families in school and clinical/community settings. Dr. Coleman is a Licensed Psychologist and Licensed Specialist in School Psychology (LSSP) in the state of Texas.

Ph.D. in School Psychology, University of Missouri-Columbia

M.A. in School Psychology, University of Missouri-Columbia

B.A. in Psychology, University of Texas at Austin

PSY 2322 Abnormal Psychology
PSY 3302 Educational Psychology PSY 3320 Research Methods
PSY 4306 Theories of Personality
PSY 4395 Research Experience in Psychology

Experience Qualifications
Dr. Coleman is an Associate Professor of Psychology at UHD. Dr. Coleman received a Ph.D. in School Psychology at the University of Missouri (APA-Accredited) in July 2012. Dr. Coleman completed a doctoral internship at Cypress-Fairbanks ISD (APA-Accredited). She is a Licensed Psychologist and Licensed Specialist in School Psychology (LSSP) and was a school-based clinician for two years before joining the faculty at UHD in Fall 2014. Dr. Coleman has an active research agenda which specifically explores (1) understanding and developing system capacity to deliver high quality mental health and educational interventions, and (2) promoting positive classroom learning behaviors for youth.

Teaching Experience:
2020-current: Associate Professor of Psychology, University of Houston-Downtown
2014-2020: Assistant Professor of Psychology, University of Houston-Downtown
2013: Adjunct Instructor (Graduate level), University of Missouri
2008-2010: Teaching Assistant (Graduate level), University of Missouri
2008: Course Instructor (Graduate level), University of Missouri
2006-2007: Teaching Assistant/Small Group Instructor (Undergraduate level), University of Missouri

Selected Publications:
Viola, S. B, Coleman, S. L., Glennon, S., Pastorek, M. E. (2020). Use of parent education to improve self-efficacy in parents of students with emotional and behavioral disorders. Evaluation and Program Planning, 82, 1-7. https://doi.org/10.1016/j.evalprogplan.2020.101830

 

Coleman, S. L., & Hendricker, E. (2020). An examination of systems change research in school psychology. Contemporary School Psychology. Online first. https://doi.org/10.1007/s40688-020-00295-9

 

Coleman, S. L., Snyder, K., Skinner, L., & Griffin, J. (2020). Teacher supports to facilitate the implementation of the Good Behavior Game. Intervention in School and Clinic, 55, 245-252. https://doi.org/10.1177/1053451219855741

 

Corkin, D. M., Coleman, S. L., & Ekmekci, A. (2019). Navigating the challenges of student-centered mathematics teaching in an urban context. The Urban Review, 51, 370-403. https://doi.org/10.1007/s11256-018-0485-6

 

Coleman, S. L., Pastorek, M. E., & Saeki, E. (2018). The integration of applied research into a school-based doctoral internship. Training and Education in Professional Psychology, 12, 180-187. http://dx.doi.org/10.1037/tep0000202

 

Coleman, S. L. (2018). Common factors and common elements: Use of data science-derived innovations to improve school-based counseling. Contemporary School Psychology, 22, 512-524. https://doi.org/10.1007/s40688-018-0192-z

 

Coleman, S. L. & Hendricker, E. (2016). Using flexible data-driven frameworks to enhance school psychology training and practice. Contemporary School Psychology, 20, 293-304. https://doi.org/10.1007/s40688-016-0085-y

 

 


Dr. Coleman's scholarship focuses on (1) understanding and developing individual and organizational capacity to deliver high quality mental health and educational interventions, and (2) promoting positive classroom learning behaviors for youth. She has particular interest in implementation science and best practices in school mental health. Dr. Coleman is especially interested in community/school-based research.


Dr. Coleman's scholarship focuses on (1) understanding and developing individual and organizational capacity to deliver high quality mental health and educational interventions, and (2) promoting positive classroom learning behaviors for youth. She has particular interest in implementation science and best practices in school mental health. Dr. Coleman is especially interested in community/school-based research.

SELECTED PUBLICATIONS

Viola, S. B, Coleman, S. L., Glennon, S., Pastorek, M. E. (2020). Use of parent education to improve self-efficacy in parents of students with emotional and behavioral disorders. Evaluation and Program Planning, 82, 1-7. https://doi.org/10.1016/j.evalprogplan.2020.101830

 

Coleman, S. L., & Hendricker, E. (2020). An examination of systems change research in school psychology. Contemporary School Psychology. Online first. https://doi.org/10.1007/s40688-020-00295-9

 

Coleman, S. L., Snyder, K., Skinner, L., & Griffin, J. (2020). Teacher supports to facilitate the implementation of the Good Behavior Game. Intervention in School and Clinic, 55, 245-252. https://doi.org/10.1177/1053451219855741

 

Corkin, D. M., Coleman, S. L., & Ekmekci, A. (2019). Navigating the challenges of student-centered mathematics teaching in an urban context. The Urban Review, 51, 370-403. https://doi.org/10.1007/s11256-018-0485-6

 

Coleman, S. L., Pastorek, M. E., & Saeki, E. (2018). The integration of applied research into a school-based doctoral internship. Training and Education in Professional Psychology, 12, 180-187. http://dx.doi.org/10.1037/tep0000202

 

Coleman, S. L. (2018). Common factors and common elements: Use of data science-derived innovations to improve school-based counseling. Contemporary School Psychology, 22, 512-524. https://doi.org/10.1007/s40688-018-0192-z

 

Coleman, S. L. & Hendricker, E. (2016). Using flexible data-driven frameworks to enhance school psychology training and practice. Contemporary School Psychology, 20, 293-304. https://doi.org/10.1007/s40688-016-0085-y



 

Last updated 9/22/2020 10:25 AM