Narmene Hamsho

Narmene Hamsho

Assistant Professor
School of Psychology and Counseling

CONTACT INFORMATION

Office Location: Metropolitan Campus, Williams Hall 104B

Education

• BA, University at Buffalo
• MS, Syracuse University
• PhD, Syracuse University
• Post-Doctoral Training, University of Massachusetts Boston

Courses

• Ethics and Professional Practice in School Psychology
• Seminar in Professional School Psychology
• Practice and Ethics Introduction to School-Based Consultation
• School Learning Problems II

Research

My research focuses on reducing academic opportunity gaps and improving the schooling experiences of neurodivergent youth around the world. This work integrates a global perspective and includes ongoing collaborations with key partners from countries all over the world. Through this work, we aim to push forward the following initiatives:

1. Supporting practitioners and educators to develop and implement a multicultural lens in their work with culturally and linguistically diverse families of neurodivergent children.
2. Developing professional support for educators to improve their preparedness in working with neurodivergent youth from culturally and linguistically diverse identities within the classroom.
3. Addressing the limited support available to families of neurodivergent youth within underserved communities by identifying and creating needed resources that validate and support their experiences.

To learn more about our work: S.U.C.C.E.S.S. (google.com)

Academic Profile

As a licensed psychologist, I take a data-driven approach to case conceptualization and intervention. My theoretical orientation is formed through an integrative process of the cognitive-behavioral and developmental psychopathological perspectives.

I am dedicated to mentoring the next generation of school psychologists. Underlying my mentoring style and informing my teaching philosophy, is my unwavering commitment to the promotion of educational equity. I aim to support graduate students’ development of their professional identity. I not only tailor my support to each of my student’s professional goals, but also to their specific areas of need.

I lead the S.U.C.C.E.S.S. (Supporting Underserved Children by Cultivating Engaged and Successful Students) research lab at FDU. Our team is comprised of a diverse group of students and community partners who reflect an array of lived experiences. We integrate a multicultural and neurodiverse-affirming lens in our work, which currently includes:

1. Investigating the writing skills, experiences, and beliefs of autistic* students. Funded by the Society for the Study of School Psychology and the Social Sciences and Humanities Research Council.
2. Examining the effectiveness of an autism-focused professional development program in improving teachers’ relationships with autistic students and their families. Funded by the Institute of Education Sciences.
3. Evaluating perceptions and understanding of autism from the perspectives of practitioners and caregivers of neurodivergent youth within Uzbekistan, Tajikistan, and Afghanistan.

Our projects are well suited to involve students at all levels and those interested in getting involved should visit our website to learn more about our ongoing work and express their interest:  https://sites.google.com/fdu.edu/successlab/current-projects