Faculty and Staff Directory
Dr. Gina Coffee is an Associate Professor and Program Co-Chair in the School Psychology program at Loyola University Chicago. She is a nationally certified school psychologist. Dr. Coffee earned a PhD in Educational Psychology, with a specialization in School Psychology, from the University of Wisconsin-Madison. Prior to joining the faculty at Loyola University Chicago, she provided psychological services to children in grades K-12 and was a faculty member in the School Psychology program at Sam Houston State University. Dr. Coffee’s teaching, scholarship, and practice are focused on the prevention of academic, behavioral, social, emotional, and health difficulties of children through collaboration with educators, families, and community members. She teaches courses in behavioral and social-emotional assessment and intervention, research methods, and single-case research design. Dr. Coffee has delivered professional presentations, authored/co-authored refereed publications, and independently secured funding to fund graduate student training and fund her research program. She has co-authored Early Childhood Education: A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery (Routledge, 2013) and Promoting Youth Sexual Health: Home, School, and Community Collaboration (Routledge, 2016) and is currently co-authoring a book addressing the provision of school supports for children of military families. In 2010, she was awarded an Early Career Research Award by the Society for the Study of School Psychology. Dr. Coffee an editorial board member for the Journal of School Psychology and Psychology in the Schools, and an ad-hoc reviewer for the Journal of Applied School Psychology. She previously served as an Associate Editor for the Journal of Educational and Psychological Consultation.
- Ph.D., University of Wisconsin, Madison, WI
- M.S., University of Wisconsin, Madison, WI
- Ed.S., Baylor University, Waco, TX
- B.S., Baylor University, Waco, TX
- School Psychology
- Evidence-Based Prevention & Intervention
- Health-Risk Behaviors in School-Aged Children
- Program Evaluation
- Single-Case Research Designs
Professional & Community Affiliations
- American Psychological Association (APA) Division 16 (Division of School Psychology)
- National Association of School Psychologists (NASP)
- Illinois School Psychology Association (ISPA)
- Trainers of School Psychologists (TSP)
- Illinois Directors of University School Psychology Programs (DUSPP)
- Illinois School Psychology Internship Consortium (ISPIC)
- Achieving College Excellence (ACE) Program, Faculty Undergraduate Research Mentor
- CIEP 482 Prevention, Assessment, & Intervention: Behavior
- CIEP 485 Prevention, Assessment, & Intervention:
- CIEP 519 Data-Based Decision Making
- RMTD 422 Single-Case Research Designs
- Safe Schools/Health Students, Program Evaluation (2015-2017)
- IES Summer Research Training Institute, Single-Case Research Design and Analysis (2015)
- Robert Crown Center for Health Education, Program Evaluation Awards (2012-2014)
- Society for the Study of School Psychology (SSSP) Early Career Research Award (2010-2011)
- Fenning, P., & Coffee, G. (under contract). School supports for children of military members: The role of the school psychologist. Guilford Press.
- Coffee, G., Fenning, P., & Wells, T. (2015). Promoting youth sexual health: Home, school, and community collaboration. New York, NY: Routledge.
- Jules, T.D., & Coffee, G. (2015). New rules and mechanisms for early childhood education advocacy: Employing social-emotional and behavioral assessment and intervention practices in Health and Family Life Education curricula to develop the Ideal Caribbean Person. In I. Berson, & M. Berson (Eds.) Child advocacy and early childhood education policies in the Caribbean. [Volume 6 of the Research in Global Child Advocacy series, sponsored by the Research in Global Child Advocacy SIG of the American Educational Research Association]
- Newell, M., & Coffee, G. (2015). School psychologists as systems-level consultants: Interdisciplinary perspectives. Journal of Educational and Psychological Consultation, 25(2-3), 67-71.
- Harkema, R., & Coffee, G. (2014). Anxiety in youth with Autism Spectrum Disorders: Current research and implications for practice. NASP Communique, 43(2).
- Sears, K., Turner, C., & Coffee, G. (2014). Supporting successful transitions for students and school staff during school closings. NASP Communique, 42(8).
- Coffee, G., Newell, M., & Kennedy, A.S. (2014). Supporting collaborative efforts in implementing evidence-based reading interventions: The role of online databases. Journal of Educational and Psychological Consultation, 24, 81-95.
- Kowalewicz, E., & Coffee, G. (2014). Mystery Motivator: A Tier 1 classroom behavioral intervention. School Psychology Quarterly, 29(2), 138-156.
- Coffee, G., Ray-Subramanian, C., Schanding, T., & Feeney-Kettler, K. (2013). Early childhood education: A practical guide to evidence-based, multi-tiered service delivery. New York, NY: Routledge.
- Coffee, G., & Kratochwill, T. R. (2013). Generalization programming: An examination of the role of prevention in school-based problem-solving consultation. Journal of Educational and Psychological Consultation, 23(1), 1-35.
- Harris, B., Coffee, G., Newell, M., Newton, J.H., Ogg, J., & Shriberg, D. (2011). Careers in academia: Perspectives and insights from junior school psychology faculty. The Trainers’ Forum, 30(1), 58-72.