Heather Applegate, Ph.D., Supervisor of Psychological Services

Meghan Green, Ph.D., Coordinator of Psychological Services

Charles Barrett, Ph.D., Coordinator of Psychological Services

Who are LCPS school psychologists?

School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community (from National Association of School Psychologists website).  

What services do LCPS school psychologists provide? 

LCPS school psychologists provide a range of services, including preventative services, evaluation, consultation, and direct student services. They assist teams in data collection and analysis, data-based decision making, monitoring student progress in interventions, and making determinations regarding the effectiveness of interventions. School psychologists work in close collaboration with a variety of professionals within LCPS including educational diagnosticians, school counselors, school social workers, student assistance specialists, school staff and administrators, and others. For more information about the types of services LCPS school psychologists provide, click the areas outlined below. 

Additional Information about LCPS School Psychologists

Education & Credentialing: LCPS school psychologists are highly trained in the fields of psychology and education.  The minimum requirements for training include a specialist-level degree program (at least 60 graduate semester hours) in School Psychology and a year-long supervised internship. Many LCPS school psychologists have earned or are working toward a doctorate. LCPS school psychologists are licensed by the Virginia Department of Education and the Virginia Board of Psychology. Most LCPS school psychologists are also credentialed as Nationally Certified School Psychologists (NCSP).   

Your Child's School Psychologist: School psychologists are members of Unified Mental Health Teams (UMHTs) within each school building. At the secondary level (middle and high school), most schools have a full-time school psychologist. At the elementary level, school psychologists generally support two or three schools. You can find your child's school psychologist by reviewing their school's UMHT web page. A list of UMHTs is available. Alternatively, UMHT information can be found on each school page by clicking the School Mental Health Team icon on the school landing page (see below). 

Becoming a School Psychologist or Psychologist Intern with LCPS: To apply, please visit the LCPS Department of Human Resources and Talent Development web page.  Additional information regarding LCPS School Psychology Internships for both doctoral and specialist candidates is available here. 

• In 2016, the LCPS doctoral internship program was accredited by the American Psychological Association (APA). 

• School psychologists within LCPS are able to gain NASP-approved professional development hours through the department that can be used toward their NCSPs. 

• In 2016, Dr. Charles Barrett was named the 2016 Virginia School Psychologist of the year. 

LCPS Psychological Services has two separate internship programs: a doctoral internship in health service psychology for doctoral candidates in school, child clinical, or combined psychology programs and a specialist internship program for specialist candidates in school psychology. 

• For the 2025-2026 incoming internship cohorts, interview dates will occur on Thursday, December 12 and Friday, December 13, 2024.

For more information about our doctoral internship program in health service psychology, please go here.  There is no deadline for submitting an application to the doctoral internship program for the 2025-2026 school year; positions remain open until filled.  If interested in more information about this program, please contact our Director of Internship Training, Heather Applegate, PhD, at heather.applegate@lcps.org or our Associate Director, Charles Barrett, PhD, NCSP, at charles.barrett@lcps.org.  In addition to completing an online application with the Department of Human Resources & Talent Development, all applicants must submit the following materials electronically to Dr. Applegate: 1) cover letter expressing why the applicant is interested in the LCPS internship program, 2) a vita, 3) official graduate school transcripts, 4) three letters of professional recommendation, 5) a statement from the university’s training director confirming that the applicant is eligible for internship, and 6) a psychological evaluation report redacted to protect confidential information.  The applicant may include additional information (e.g., additional work samples, published papers, conference presentation materials) to highlight unique interests or skills. To complete the online application with the Department of Human Resources & Talent Development, please apply here.

The internship is accredited by the American Psychological Association (APA, Commission on Accreditation, 750 First Street NE, Washington, DC 20002-4242; Phone: 202.336.5979). Questions related to the program's accreditation status should be directed to the Commission on Accreditation (see above).

Does the program require that applicants have received a minimum number of hours of the following at the time of application? If Yes, indicate how many: 

Describe any other required minimum criteria used to screen applicants:  None

*Note: Programs are not required by the Commission on Accreditation to provide all benefits listed in this table.

(Provide and Aggregated Tally for the Preceding 3 Cohorts) 

Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select the setting that represents their primary position.

Heather Applegate, PhD (Clinical Psychology), Director of Internship Training, Licensure Supervisor, Licensed Clinical Psychologist, Certified School Psychologist, Louisiana State University, 2002. Professional Interests: supervision/mentoring, childhood psychopathology, parents as protective versus risk factors, parent training, learning disorders, cognitive and psychological sequelae of pediatric chronic illness. Professional Affiliations: National Register of Health Service Psychologists, International Lyme and Associated Diseases Society. 

Charles Barrett, PhD (School Psychology), NCSP, Associate Director, Rotation Supervisor, Certified School Psychologist, Lehigh University, 2013.  Professional Interests: cross-cultural assessment of ADHD with Black students; cognitive assessment of English Learners (ELs). Professional Affiliation: National Association of School Psychologists

Caitlin Cells, PhD (School Psychology), Site Supervisor, Certified School Psychologist, The Pennsylvania State University, 2017.  Professional Interests: PBIS and the implementation of effective classroom management systems, crisis response, cognitive assessment of children with learning disorders.

Kristin Hockensmith, PhD (School Psychology), Site Supervisor, Certified School Psychologist, The Pennsylvania State University, 2004. Professional Interests: assessment of children who are hard-of-hearing, resiliency, counseling children with anxiety disorders, teacher consultation. Professional Affiliations: National Association of School Psychologists.

Sonya T. Lanier, PhD (School Psychology), Site Supervisor, Certified School Psychologist, University of Maryland, College Park, 2007. Professional Interests: autism spectrum disorders, psychological assessment, group counseling, teacher consultation. Professional Affiliations: American Psychological Association. 

Megan Urbassik, PhD (School Psychology), NCSP, Site Supervisor, Licensed Clinical Psychologist, Certified School Psychologist, Pennsylvania State University, 2015. Professional Interests: the impact of chronic medical conditions on educational, emotional, and behavioral outcomes; early childhood development. Professional Affiliations: National Association of School Psychologists, American Psychological Association. 

Desiree L. Vyas, PhD (School Psychology), NCSP, Site Supervisor, Licensed Clinical Psychologist, Certified School Psychologist, Howard University, 2015. Professional Interests: the relationship of neuropsychological functioning on academic achievement and psychosocial functioning, the role of executive functions in learning, and the impact of nutritional deficiencies and toxicities on neurodevelopmental disabilities. Professional Affiliations: National Association of School Psychologists. 

Courtney Barti, EdS, NCSP, Preschool Rotation Supervisor, Certified School Psychologist, University of Colorado, Denver, 2007.  Professional Interests: early childhood development, early identification of autism, dynamic play-based assessment, behavior support.  

Jesseca Fernandez, MEd (Special Education), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician, Florida State University, 1998. Professional Interests:  administration of academic assessments to assist in diagnosing educational disabilities, consultation/collaboration with teachers/staff/parents to support academic and social/emotional growth in students, response-to-intervention (RtI), designing and assisting with selecting instructional classroom interventions.

Noelia P Garcia-Gettmann, PhD (School Psychology), High School Rotation Supervisor, Certified School Psychologist, University of Washington, 2008. Professional Interests: anxiety, school refusal, and social skills/transition supports for adolescents on the spectrum.

Jennifer C. Laible, MEd, (Special Education), Advanced Educational Diagnostics Supervisor, Lead Educational Diagnostician, University of Virginia, 2004.  Professional Interests: administration of academic assessments to assist in diagnosing learning problems; consultation/collaboration; instructional classroom interventions; Multi-Tiered System of Supports (MTSS) to include response-to-intervention (RtI) for reading and math; Positive Behavior Incentives and Supports (PBIS); supporting children, families and teachers regarding school/learning and behavioral problems.  

Theresa A. Lichtman, PhD (Clinical Psychology), High School Rotation Supervisor, Licensed Clinical Psychologist, Certified School Psychologist, George Mason University, 1998.  Professional Interests: anxiety disorders.

Carrie Ruvalcaba, MEd (Special Education), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician, George Mason University, 2006.  Professional Interests:   administration of academic assessments to assist in diagnosing learning problems; consultation/collaboration; instructional classroom interventions; reading literacy development; response-to-intervention; supporting children with gaps in their mathematical understanding.

Jennifer Avery Ward, M.Ed. (Special Education and EL), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician, George Mason University, 2006.  Professional interests:  administration of academic assessments to assist in diagnosing learning problems; collaborating with teachers and students to build success in school; differentiating between language/culture/socioeconomic difference and disability; exploring the difference between normal stress and anxiety.

For more information about the specialist internship in school psychology, please click here.  The deadline for submitting an application to the specialist internship program for the 2025-2026 school year is November 15, 2024.  If interested in more information about this program, please contact Charles Barrett, PhD, NCSP at Email Charles or Meghan Green, PhD, NCSP at meghan.green@lcps.org.  In addition to completing an online application with the Department of Human Resources & Talent Development all applicants must submit the following materials electronically to Dr. Barrett or Dr. Green: 1) cover letter expressing why the applicant is interested in the LCPS internship program, 2) a resume or vita (preferred), 3) official graduate school transcripts, 4) three letters of professional recommendation, and 5) a psychological evaluation report redacted to protect confidential information.  The applicant may include additional information (e.g., additional work samples, published papers, conference presentation materials) to highlight unique interests or skills. To complete the online application with the Department of Human Resources & Talent Development, please apply here.

Erin Balanc, EdS, NCSP, Certified School Psychologist, James Madison University, 2012. Professional Interests: social-emotional learning (SEL), crisis intervention, resiliency, assessment of English Learners (ELs). Professional Affiliation: National Association of School Psychologists.  Primary Supervisor.

Shoko Brown, MA, Certified School Psychologist, Saint Mary’s College of California, 2014.  Professional Interests: trauma informed/sensitive schools, equity, social emotional learning (SEL), Positive Behavior Intervention and Supports (PBIS), behavior consultation.  Primary Supervisor.

Heidi L. Buckner, EdS, NCSP, Licensed School Psychologist, Certified School Psychologist, Radford University, 1997.  Professional Interests: counseling, treatment of anxiety, CBT, DBT, use of restorative practices and ADHD. Professional Affiliation: National Association of School Psychologists.  High School Rotation Supervisor.

Joel Esslinger, MA, NCSP, Certified School Psychologist, University of Delaware, 1994. Professional Interests: grief/loss group counseling, CBT with students and parents for separation anxiety, psychoeducational assessment and intervention for children and teens. Professional Affiliation: National Association of School Psychologists.  Primary Supervisor.

Taylor Gardner, EdS, Certified School Psychologist, Radford University, 2019. Professional Interests: social emotional learning (SEL), self regulation and anxiety in elementary-aged students, pediatric oncology and its impact on education/social emotional development.  Primary Supervisor. 

Anderea Mason, MEd, NCSP, Certified School Psychologist, Edinboro University, 2001.  Professional Interests: executive functioning, developing growth mindset, cognitive evaluations of educationally marginalized students. Professional Affiliation: National Association of School Psychologists.  High School Rotation Supervisor. 

Kim McCartney, EdS, Certified School Psychologist, James Madison University, 2008. Professional interests: cognitive assessment of English Learners (ELs), assessment of students with emotional disabilities. Professional Affiliation: National Association of School Psychologists. Primary Supervisor.

Courtney Barti, EdS, NCSP, Preschool Rotation Supervisor, Certified School Psychologist, University of Colorado, Denver, 2007.  Professional Interests: early childhood development, early identification of autism, dynamic play-based assessment, behavior support.

Allison Branick, MS, Advanced Educational Diagnostics Supervisor, Educational Diagnostician, Shenandoah University, 2010.  Professional Interests: assessment and early intervention for struggling students; consulting with general education, special education, as well as English Learner (EL) teachers regarding instructional and behavioral needs of students; response-to-intervention (RtI) using a tiered approach; assisting school staff members with understanding the eligibility process.

Tricia Jenkins, MEd, (Special Education), Advanced Educational Diagnostics Supervisor, Educational Diagnostician, University of Virginia, 2006.  Professional Interests: assessment, background investigation to reveal the history of the whole child, response to intervention (RtI), consultation with parents and teachers on how to best support the student academically and behaviorally.

Dana Lewis, MEd, (Special Education), Advanced Educational Diagnostics Supervisor, Educational Diagnostician, George Mason University, 1998.  Professional Interests: assessment and early intervention for struggling students; supporting teachers in developing literacy interventions; response-to-intervention (RtI) using a tiered approach; consulting with teachers and parents regarding school/learning problems; mentoring new diagnosticians.