College of Humanities & Behavioral Sciences
- Davis College of Business and Economics
- College of Education and Human Development
- College of Graduate Studies and Research
- Waldron College of Health and Human Services
- College of Humanities and Behavioral Sciences
- Artis College of Science and Technology
- College of Visual and Performing Arts
- Other Offices and Departments
- Army ROTC
- Women's & Gender Studies
- School of Communication
- Prelaw Advising
- Department of English
- Interdisciplinary Studies
- Philosophy and Religious Studies
- Department of Criminal Justice
- Foreign Languages and Literatures
- Department of History
- Department of Political Science
- Center for Police Practice, Policy and Research
School Psychology Program Faculty
The School Psychology Faculty at Radford University and well-trained and have real-life experience working as school psychologists with children and families. They are engaged in research and service and are actively involved in state and national school psychology organizations.
Dr. Jayne E. Bucy received her training at the University of North Carolina at Chapel Hill. She completed a clinical doctoral internship at the University of Texas Medical Branch at Galveston. She has worked as a school psychologist in Florida, Illinois and Virginia and directed an Easter Seals program for infants with disabilities. She is the coordinator of our program and teaches an applied research course, early childhood assessment and intervention and supervises internship as well as undergraduate courses in child and adolescent psychology. She supervises a field experience for students completing gifted assessments for a local school district. She is currently researching the adjustment of children recently adopted from China.
Dr. Melinda Cruz graduated from the University at Buffalo. Prior to RU, Dr. Cruz worked as a school psychologist and student services supervisor of school based mental health professionals in a Virginia public school division. Dr. Cruz is a Nationally Certified School Psychologist and Virginia Licensed Clinical Psychologist. She currently teaches courses on assessment, mental health prevention and intervention and supervises practicum students. Dr. Cruz has research interests in school based mental health services within a MTSS, crisis prevention and intervention, and resiliency. She currently serves on the NASP School Safety and Crisis Response Committee and is a trainer for PREPaRE (WS2: Crisis Intervention and Recovery).
Emily Dove, EdS. holds an Educational Specialist and Master’s degree in School Psychology from James Madison University. She is a Licensed School Psychologist and Nationally Certified School Psychologist. Prior to working at Radford University, Mrs. Dove worked as a school psychologist in public schools in Virginia and North Carolina. In her current role at Radford University, Mrs. Dove provides clinical training and supervision to school psychology students, as well as teaches School Psychological Services and practicum courses. Mrs. Dove also serves as the Associate Director for the Center for Assessment and Psychological Services. She is a NASP certified PREPaRE Workshop 1 and Workshop 2 trainer.
Dr. Jennifer L. Mabry was trained at the University of Virginia. She has worded as a school psychologist in North Carolina and Virginia. She teaches neuropsychological assessment and intervention and supervises practicum students. Dr. Mabry has student working with her in her research neuropsychological functioning and neurorehabilitation in which students are administering neuropsychological instruments to adults with acquired brain injury and children living in rural areas that may be exposed to environmental toxins. She is currently the director of the Center for Assessment and Psychological Services (CAPS).
Dr. Eric Mesmer graduated from the University of South Florida. Before coming to RU, he taught in the school psychology program at Oklahoma State University. Dr. Mesmer’s expertise is in academic interventions, how teachers administer them and whether students benefit from these interventions. He has recent publications on RTI for teachers and the impact of public feedback during team meetings on teacher implementation of interventions. He teaches behavioral assessment, academic assessment and intervention, preinternship seminar and supervises practicum students.