Johanna deLeyer

Diplomas/Degrees

Diplomas/Degrees

Ph.D, School Psychology, University of Connecticut (2020)

Sixth Year Certificate, School Psychology, University of Connecticut (2020)

M.A., School Psychology, University of Connecticut (2017)

M.S., Community Psychology, Sacred Heart University (2015)

B.S., Psychology, Sacred Heart University (2014)

Licenses and Certifications

Licenses and Certifications

Nationally Certified School Psychologist (NCSP) Cert No. 62334

State of Connecticut Certified School Psychologist (CT-070) Cert No. C112020000543

Personal Statement

Personal Statement

Dr. Johanna M. deLeyer-Tiarks is an Assistant Professor in the School Psychology Department at Adelphi University. 

She earned her Ph.D in Educational Psychology at the University of Connecticut and holds dual Master's degrees in both Educational Psychology and Community Psychology. 

Dr. deLeyer’s research centers on the development and investigation of evidence based interventions to promote positive behavioral, academic, social-emotional, and physical health outcomes. She is particularly interested in mind-body health and self-modeling interventions. Recently, her work has focused on investigating the utility of virtual reality as a tool to facilitate remote implementation of self-modeling interventions for stuttering. She is also completing research on video self-modeling as an intervention for gender affirming vocal training, and relaxation and guided imagery as a treatment for asthma.

Her other current research interests include the identification and remediation of academic disparities experienced by LGBTQ students during the high school to college transition period.

Recent Courses

Recent Courses

Consultation In School Settings

Intellectual Assessment I

Intellectual Assessment II

Personality Assessment I

Research Design

Courses Previously Taught

Courses Previously Taught

Mind-Body Health

Psychometrics

General Psychology

Seminar in Leadership

Specialization/Interests

Specialization/Interests

Interventions to promote positive behavioral, academic, social-emotional, and health outcomes

- Video Self-Modeling

- Virtual Reality

- Mind-Body Health

School-based interventions

Intellectual, academic, and behavioral assessment

Teaching Philosophy

Teaching Philosophy

My approach to teaching is rooted in models of engaged scholarship and experiential learning, whereby each course provides an opportunity for the student to contribute to the community and the field. My teaching model emphasizes learning through doing. Students in my class apply their content knowledge to community service projects relevant to the course. This way, while students are given opportunities to practice what they have learned in the classroom, the community benefits. When I develop courses and identify assignments, I abide by a model of relevance, reciprocity, and responsibility. I (1) ensure that  content is relevant to the learning objectives of the course and  program, (2) identify projects that offer reciprocal benefits for students, the university, and community members, and (3) structure course work in a way that is ethical and responsive to the needs of the students and their community. By doing this, students benefit from learning how to analyze, synthesize, and disseminate newly acquired knowledge, and form an understanding of how their education can impact the world around them. 

When teaching, my  main goal is to encourage an active and dynamic learning environment where all students can engage with course materials in creative and personal ways. I believe that psychology faculty are in a unique position to create and implement practices that meet the needs of diverse students. Because of this, it is my goal each semester to create a space where students can meet these challenges. I focus on demonstrating that students have valuable perspectives to contribute within academic spaces. I do this by fostering discussion that challenges accepted ideas and by calling on the diverse experiences of my students in order to establish a variety of frameworks from which they engage with newly learned material.

Through employing a pedagogy that emphasises engaged scholarship, I am able to deliver content that meets learning goals while offering students the opportunity to apply their knowledge to benefit the community. Cultural responsiveness in the classroom is a practice I value deeply. Developing learning materials that are relevant and accessible to students from a diversity of backgrounds and highlighting the distinct perspectives that each student can bring to academic conversations are at the core of my pedagogy.

Research Interests

Research Interests

Intervention Research

Mind-Body Health Interventions

- Relaxation and Guided Imagery

Virtual Reality Interventions

Self-Modeling Interventions

- Video Self-Modeling

- Virtual Reality Self-Modeling

Trauma and Grief Interventions

 Special Populations/Areas

Health related disorders in the schools

Communication disorders

LGBTQ youth in the schools

High school to college transition

Child refugees, child migrants, and child immigrants in the schools

Articles

Articles

deLeyer-Tiarks, J.M., Charbonneau, S., Bray, M.A., & Caterino, L. (2020). Trauma focused school-based interventions to support child-migrants, child-refugees, and their families: A meta-analysis. Journal of Prevention and Intervention in the Community.

Bray, M.A., Bellara, A., Dirsmith, J., deLeyer-Tiarks, J.M, Winter, E., Bray, A., & Aravala, S. (2020). Mind body health interventions for preschoolers. Perspectives on Early Childhood Psychology and Education.

Bray, M.A., Maykel, C., Theodore, L., Petrullo, J. & deLeyer-Tiarks, J.M. (in review). Respiratory Overview, In M. Bray & M. Perfect (Eds.), Health related disorders in children and adolescents: A guidebook for understanding and educating. Washington, DC. American Psychological Association.

Yoshikawa, K., Kehle, T. J., Bray, M. A., del Campo, M., deLeyer-Tiarks, J. M., Winter, E. & Starling, N. (2020). Self-distancing to reduce anger in high school students. International Journal of School & Educational Psychology.

deLeyer-Tiarks, J.M., Gammie, L.E., Bray, M., & Moriarty, S. (2019). Relaxation and Guided Imagery. In M.A. Bray & C. Maykel (Eds.), Mind Body Health. Washington, DC: American Psychological Association.

Bray, M.A., Maykel, C., & deLeyer-Tiarks, J.M. (2019). Stuttering. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators.  Bethesda, MD: National Association of School Psychologists.

Maykel, C., deLeyer-Tiarks, J. M., & Bray, M.A. (2018). Academic stress: What is the problem and what can educators & parents do to help? In S. Deb (Ed.), Positive schooling: A holistic approach for healthy child development. New York, NY: Springer.

Kwolek, H., Bray, M., deLeyer-Tiarks, J.M., Gammie, L., & Root, M. (2019). Video self-modeling: Research to practice for school psychologists. Communique, June Issue, 47(8), 4-8.

Yoshikawa, K., deLeyer-Tiarks, J.M., Kehle, T.J., & Bray, M.A. (2019). Japanese educational reforms and initiatives as they relate to school psychological practice. International Journal of School and Educational Psychology, 7(2), 83-93.

Conference Presentations

Conference Presentations

deLeyer-Tiarks, J.M. & Bray, M.A. (August 2020). Virtual Reality Self-Modeling as an Intervention for Stuttering. Poster accepted to the annual meeting of the American Psychological Association, Washington, D.C.

Charbeneau, S., Cascio, A., deLeyer-Tiarks, J.M. & Hagermoser-Sanetti, L. (February, 2020) Questioning the Evidence-Base of Grief Interventions in Schools. Symposium presented at the annual meeting of the National Association of School Psychologists, Baltimore, MD.

Minkos, M., Bray, M., Levine, M., Cross, K., deLeyer-Tiarks, J.M. & Gammie, L. (February 2020). Classwide Implementation of a Mindful Breathing Intervention to Improve Student Behavior. Poster presented at the annual meeting of the National Association of School Psychologists, Baltimore, MD.

deLeyer-Tiarks, J.M. (November, 2019). Virtual Reality Self-Modeling. Poster accepted to the Selective Mutism Association Annual Conference, Las Vegas, NV.

deLeyer-Tiarks, J.M. (June, 2019). Fostering Positive Outcomes in the High School to College Transition for LGBTQ Students. Paper accepted to the 41st Meeting of the International School Psychology Association, Basel, Switzerland.

Professional Activities

Professional Activities

Service

Guest Editor Perspectives on Early Childhood Psychology and Education, Special Issue 2020

Reviewer Springer, 2019

Mentor American Psychological Association LGBT Graduate Student Mentoring Program, 2019-Current

Professional Memberships and Affiliations

Psi Chi, 2015-Present

National Association of School Psychology (NASP), 2017-Present

American Psychological Association (APA), 2017-Present

Institute for Collaboration on Health, Intervention, and Policy (InCHIP), 2017-Present

University of Connecticut Mind-Body Health Research Interest Group, 2017-Present

Collaboratory for School and Child Health (CSCH), 2017-Present

International School Psychology Association (ISPA), 2018-Present

American Cleft Palate-Craniofacial Association (ACPA), 2018-Present

American Speech-Language-Hearing Association (ASHA), 2018-Present