Meaghan Guiney

Clinical Assistant Professor

School of Psychology


I bring experience working in urban and suburban K-12 schools to my teaching, research, and supervision. My research interests are related to the training and development of school-based consultants, the role of language in effective school-based consultation, and supervision in school psychology.

Current Courses

  • Undergraduate Field Placement in Psychology/Internship in Social Work
  • Ethics and Professional Issues and Schools and School Psychology
  • School Learning Problems II
  • Seminar in Professional School Psychology Practice and Ethics
  • Supervision and Administration of School Psychological Services
  • Externship in School Psychology I & II

Recent Publications
Silva, A., Newman, D. S., Guiney, M. C., Valley-Gray, S., and Barret, C. (in press). Supervision and mentoring for early career school psychologists: Availability, access, structure and implications. Psychology in the Schools.

Newman, D. S., Guiney, M. C., & Barrett, C. (2015). Language use in consultation:  Can "we" help teachers and students? Consulting Psychology Journal: Practice and Research, 67(1), 48-64.

Guiney, M. C., & Zibulsky, J. (2015). Development of consultation self-efficacy. Trainers' Forum, 33(3), 82-97.

Silva, A., Newman, D. S., & Guiney, M. C., (2014). Best practices in early career school psychology transitions. In A. Thomas and P. Harrison (Eds.) Best Practices in School Psychology: Foundations (pp. 553-566). Bethesda, MD:  National Association of School Psychologists.

Guiney, M. C., Harris, A., Zusho, A., & Cancelli, A. (2014). School psychologists' sense of self-efficacy for consultation. Journal of Educational and Psychological Consultation, 24(1), 28-54.


Short Abstract

University College
School of Psychology
Fairleigh Dickinson University
1000 River Road, (T-WH1-01)
Teaneck, NJ 07666 

Education:

A.B. (Psychology) Bowdoin College
M.Ed., Ph.D. (School Psychology) Fordham University