Introduction
I received my B.A. in Psychology from California State University, Long Beach and my M.Ed. in School Psychology and Ph.D. in Counseling/Clinical/School Psychology from the University of California, Santa Barbara. I completed an APA-accredited predoctoral internship at Cypress-Fairbanks Independent School District in Texas and upon conferral of my doctorate, I taught undergraduate and graduate courses at the University of Houston-Victoria and University of Missouri. I am a Nationally Certified School Psychologist and hold a California Pupil Personnel Services credential in School Psychology.
I joined Cal State LA in 2014 as a part-time instructor. I am currently an assistant professor and program coordinator of the Master of Science in Counseling-School Psychology Option Program in the Charter College of Education.
Teaching Interests
I teach graduate level courses in the school psychology program, including: school-based consultation; assessment of emotional and behavioral disorders; individual counseling strategies; ethics, law, and professional issues in counseling; research and program evaluation; and supervision of practicum and internship. My main objectives as an instructor are to (1) teach foundational theory and topics in school psychology, (2) encourage students to utilize critical thinking and problem solving skills, and (3) foster students' desire for knowledge and provide the foundation for lifelong learning.
Research
My research interests involve (1) theoretical inquiries to understand mechanisms that facilitate positive youth social-emotional, behavioral, and academic outcomes and (2) practical applications to enhance school-based services. In particular, my scholarly work focuses on the impact of test-based accountability policies on teachers and students, social-emotional literacy interventions, strategies to enhance student engagement and motivation, teacher wellbeing, applications of school-based consultation in diverse schools, and training and supervision in school psychology.
Publications
| Recent Select Publications | Publication Year |
| Hendricker, E., Viola, S., & Saeki, E. (2023). An analysis of state social/emotional learning standards and student outcomes. Research and Practice in the Schools, 10(1), 79-91. | 2023 |
| Tipton, L., Hernandez, E., Saeki, E., Ribera, D., & Pebdani, R. (2022). Cross-disciplinary perspectives in counseling and psychology: Supervision and evaluation. Journal of Counselor Preparation and Supervision, 15(4). https://digitalcommons.sacredheart.edu/jcps/vol15/iss4/5 | 2022 |
| Watanabe, Y., Ikeda, M., Saeki, E., & Higashida, M. (2022). Social-emotional learning and class climate among elementary-aged students in Japan. International Journal of School & Educational Psychology. https://doi.org/10.1080/21683603.2022.2075997 | 2022 |
| Watanabe, Y., Motomura, Y., & Saeki, E. (2022). Development of emotional literacy and empathy among elementary-aged Japanese children. International Journal of School & Educational Psychology, 10(3), 316-335. https://doi.org/10.1080/21683603.2020.1837699 | 2022 |
| Saeki, E., Fingon, J., & Ulanoff, S. (2020). An interdisciplinary training series to bridge the gap between school psychology and reading specialist trainees. The International Journal of Learning in Higher Education, 27(1), 41-54. | 2020 |
| Viola, S., Hendricker, E., & Saeki, E. (2020). Instructional technology in graduate psychology distance education: Trends and student preferences. Journal of Educators Online, 17(1), 1-15. | 2020 |
| Pebdani, R., & Saeki, E. (2020). Validation of the Knowledge, Comfort, Approach, and Attitudes Toward Sexuality Scale for use with rehabilitation counseling students: An exploratory factor analysis. Sexuality and Disability, 38, 313-327. | 2020 |
| Viola, S., Saeki, E., & Hendricker, E. (2019). Distance education in graduate training programs: Lessons learned from school psychology students. Journal of Educators Online, 16, 1-17. | 2019 |
| Coleman, S., Pastorek, M., & Saeki, E. (2018). The integration of applied research into a school-based predoctoral internship. Training and Education in Professional Psychology, 12(3), 180-187. doi: 10.1037/tep0000202 | 2018 |
| Saeki, E., Chang, Y., & Osipova, A. (2018). Parental involvement across the globe. School Psychology International, Online Special Issue, 1-24. Available online at http://journals.sagepub.com/page/spi/collections/special-issues/index | 2018 |
| Saeki, E., Segool, N., von der Embse, N., & Pendergast, L. (2018). High stakes testing and accountability policies in K-2nd grade: School climate, environment, and teacher stress. Psychology in the Schools, 55, 1-13. | 2018 |
| Ryan, S., von der Embse, N., Pendergast, L., Saeki, E., Segool, N., & Schwing, S. (2017). The role of teacher stress and accountability in teacher attrition. Teaching and Teacher Education, 66, 1-11. | 2017 |
| Hendricker, E., Saeki, E., & Viola, S. (2017). Trends and perceptions of distance learning in school psychology. Trainers' Forum: Journal of the Trainers of School Psychologists, 34(2), 36-68. | 2017 |
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von der Embse, N., Pendergast, L., Segool, N., Saeki, E., & Ryan, S. (2016). The differential influences of test score use on teacher wellness and school climate: A comparison across four states. Teaching and Teacher Education, 59, 492-502. |
2016 |
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Saeki, E., Watanabe, Y., & Kido, E. (2015). Developmental and gender trends in emotional literacy and interpersonal competence among Japanese children. International Journal of Emotion Education, 7, 15-35. |
2015 |
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Saeki, E., Pendergast, L., Segool, N. K., & von der Embse, N. (2015). Potential psychosocial and instructional consequences of the Common Core State Standards: Implications for research and practice. Contemporary School Psychology, 19, 89-97. |
2015 |
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Saeki, E., & Quirk, M. (2015). Getting students engaged might not be enough: The importance of psychological needs satisfaction on social-emotional and behavioral functioning among early adolescents. Social Psychology of Education, 18, 355-371. doi:10.1007/s11218-014-9283-5 |
2015 |
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McQuillin, S. D., Strait, G. G., & Saeki, E. (2015). Program support and value of training in mentor’s satisfaction and anticipated continuation of school-based mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 2, 1-16. doi:10.1080/13611267.2015.1047630 |
2015 |
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Jimerson, S. R., Brown, J. A., Saeki, E., Watanabe, Y., Kobayashi, T., & Hatzichristou, C. (2012). Natural disasters. In S. Brock & S. Jimerson (Eds.), Best practices in crisis prevention and intervention in the schools (2nd ed.). Bethesda, MD: National Association of School Psychologists. |
2012 |
Presentations
| Recent Select Presentations (*denotes students) | Presentation Year |
| *Mennes, H., von der Embse, N., & Saeki, E. (2023, February). First year teachers' subjective well-being and use of evidence-based instructional strategies. Poster presented at the National Association of School Psychologists Conference, Denver, CO. | 2023 |
| *Teran, H., *Lee, S., & Saeki, E. (2022, March). Teacher's wellbeing matters: Strategies for psychosocial wellness in education. Workshop presented at the Mental and Behavioral Health Conference, Los Angeles, CA. | 2022 |
| *Teran, H., *Serio, L., *Lee, S., Saeki, E., Pendergast, L., von der Embse, N., & Segool, N. (2020, February). Understanding early career teachers' psychosocial wellbeing. Poster presented at the National Association of School Psychologists Conference, Baltimore, MD. | 2020 |
| Stratton, K. K., Gadke, D. L., Pendergast, L., Sullivan, A., & Saeki, E. (2018, August). Acquiring foundation and non-traditional grant funds. Symposium presented at the American Psychological Association Annual Conference, San Francisco, CA. | 2018 |
| Saeki, E., & Fingon, J. (2018, February). Supporting reading teachers' capacity to improve student outcomes. Paper presented at the National Association of School Psychologists Conference, Chicago, IL. | 2018 |
| *Jiang, L., *Ortiz, A., *Gomez, K., Fisler-Tipton, L., & Saeki, E. (2017, October). Real world effectiveness: Promoting student success through an inclusive consultative framework. Mini-skills workshop presented at the California Association of School Psychologists Conference, Anaheim, CA. | 2017 |
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*Castillo, N., Osipova, A., & Saeki, E. (2017, February). Family focused programs for parents of children with special needs. Poster presented at the National Association of School Psychologists Conference, San Antonio, TX. |
2017 |
| *Duran, M., & Saeki, E. (2016, October). Lunch bunch group for Latino elementary students. Poster presented at the California Association of School Psychologists Conference, Newport Beach, CA. | 2016 |
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Segool, N., Saeki, E., von der Embse, N., & Pendergast, L. (2016, February). High-stakes testing: Effects on school climate, teaching, and stress. Paper presented at the National Association of School Psychologists Conference, New Orleans, LA. |
2016 |
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von der Embse, N., Pendergast, L., Segool, N., & Saeki, E. (2015, February). An evaluation of accountability policy on climate, teaching, and stress. Poster presented at the National Association of School Psychologists Conference, Orlando, FL. |
2015 |
Educational Background
- Ph.D., Counseling/Clinical/School Psychology, University of California, Santa Barbara, 2012
- M.Ed., School Psychology, University of California, Santa Barbara, 2009
- B.A., Psychology, California State University, Long Beach, 2006