School Mental Health Collaborative

Project Covitality

University of California Santa Barbara

Erin Dowdy, Ph.D., is a Professor in the Department of Counseling, Clinical, and School Psychology at the University of California Santa Barbara. She is a licensed psychologist and a nationally certified school psychologist. Her research career and scholarly publications have focused on universal assessment for social and emotional health and risk. She is focused on equitable screening practices. Dr. Dowdy has a record of past success at disseminating research in peer- reviewed journals and at professional conferences, and her research and collaborative work with schools, state, and community agencies has been funded by various agencies.  

Michael Furlong, Ph.D., is a Research Professor and Distinguished Professor Emeritus of School Psychology. He was awarded the 2021-2022 UCSB Edward A. Dickson Emeritus Professorship at the  University of California Santa Barbara. He provides consultation and support to the California Department of Education and WestEd related to the California Healthy Kids Survey. A co-editor of the Handbook of  Positive Psychology in Schools (2009, 2014, 2022), he collaborates with colleagues to support schools' efforts to foster students' social-emotional development.

Karen Nylund-Gibson, Ph.D., is a professor of quantitative research methodology in the Department of Education. She has been at UCSB since 2009. Prior to joining the department, she was a Postdoctoral Fellow at the Department of Mental Health at Johns Hopkins University. She earned her Ph.D. at UCLA, working with Bengt Muthen. Her research focus is on latent variable models, specifically mixture models and she has published many articles and book chapters on developments, best practices, and applications of latent class analysis, latent transition analysis, and growth mixture modeling.

      School Mental Health Collaborative Researchers

Arlene Ortiz, Ph.D., is an Assistant Professor of Teaching in the Department of Counseling, Clinical, and School Psychology at the University of California Santa Barbara. She is a licensed psychologist and a nationally certified school psychologist. Her scholarly interests focus on assessment and intervention practices for culturally and linguistically diverse students.

Jon Goodwin, PhD., is an Assistant Teaching Professor and licensed psychologist at the University of California, Santa Barbara. He has expertise in comprehensive psychoeducational assessment and counseling services for students with advanced cognitive ability, including "twice-exceptional" students. He also specializes in the diagnostic evaluation of neurodevelopmental disorders. He is interested in the assessment of learning differences, identification of students for gifted and talented programs, and advocacy for underrepresented gifted and talented students.