Faculty

Anisa Goforth, Ph.D.

Anisa Goforth, Ph.D.

Associate Professor of Psychology and Director of the School Psychology Graduate Training Program

Office: Skaggs Bldg. 367
Email: anisa.goforth@umontana.edu
Office Hours:

Please contact me by email to make an appointment.

I will be accepting a Ph.D. school psychology student for mentorship in the 2019-2020 academic year.


Personal Website
Curriculum Vitae

Current Position

Director, School Psychology Graduate Training Programs

Associate Professor of Psychology

School Psychology Program

Department of Psychology

Courses

Undergraduate Courses

  1. PSYX100 Introduction to Psychology
  2. PSYX 345 Child & Adolescent Psychological Disorders

Graduate Courses:

  1. PSYX524 Tests & Measurements
  2. PSYX587 School Psychology Methods (First & Second Year practicum)
  3. PSYX583 Educational Assessment & Intervention  

Personal Summary

Dr. Anisa Goforth is the Director of the School Psychology Training Programs and an associate professor of psychology in the Department of Psychology at the University of Montana. Her research primarily focuses on culturally responsive evidence-based practices in school psychology. She is interested in understanding culturally responsive ways to support children and their families from culturally and linguistically diverse backgrounds. She is also interested in the implementation of social-emotional interventions, particularly social skills interventions for children with autism. She has developed a treatment protocol for social skills along with Jennifer Schoffer Closson (Dept of Communicative Sciences) called Youth Engagement Through Intervention (YETI). Finally, Dr. Goforth has interests in professional competence of school psychologists. She is interested in ways that school psychologists' cultural competence, how they use ethical practices in culturally diverse communities, and professional issues related to technology and social media.

Dr. Goforth received a Bachelor of Arts in Psychology from Lewis & Clark College in Portland, Oregon. She received her Masters of Arts in School Psychologyin 2006 and Doctorate of Philosophy in School Psychology in 2011 from Michigan State University (NASP-approved, APA-Accredited). She conducted her dissertation investigating acculturation and psychological adjustment among Arab American adolescents. She also completed her pre-doctoral internship at the Psychological Services Center at Illinois State University, which is part of the Illinois School Psychology Consortium (NASP approved, APA-accredited).

An Australian and U.S. citizen, Dr. Goforth grew up in Yemen, Indonesia, Brazil, Nicaragua, and Pakistan and spoke four languages. She continues to enjoy traveling, having been to over 45 countries. She also enjoys reading historical fiction, snowboarding, cross-country skiing, playing ice hockey, and hiking with her partner and dog Luna.

Education

2011     Doctor of Philosophy in School Psychology, Michigan State University

2007     Masters of Arts in School Psychology, Michigan State University

2000     Bachelor of Arts in Psychology, Lewis & Clark College

 

Clinical Licenses:

Licensed Psychology (Montana) 

Nationally Certified School Psychologist (NCSP)     License #41285

 

Research Interests

Multicultural issues in School Psychology

Cultural competence training of school psychologists

Children and families from culturally and linguistically diverse backgrounds

Evidence-based practices

Social Skills interventions for children with autism 

Social-emotional interventions

Culturally-adapted treatments

School-based mental health care

Projects

See Dr. Goforth's research lab webpage: http://www.cas.umt.edu/psych/labs/goforth

 

Field of Study

school psychology

multicultural school psychology

social-emotional interventions and therapy

evidence-based practices

professional and training issues in school psychology

Selected Publications


Publications

Recent Publications

*Indicates UM graduate student

#Indicates UM undergraduate student

Peer-reviewed Journal Articles

Pham, A. V., Goforth, A. N., Segool, N., & Newman, S. (in press). Challenges and benefits of emerging technology: Social networking and texting in pediatric neuropsychology practice.  Journal of Pediatric Neuropsychology.

Nichols, L.M., Goforth, A.N., *Sacra, M.M., & *Ahlers, K. (in press). Best practices in enhancing school mental health collaboration in rural communities. Rural Educator.

Pham, A. V., Goforth, A. N., Chun, H., Castro-Olivo, S., & Costa, A. (2017). Acculturation and help-seeking behavior in consultation: A sociocultural framework for mental health service. Journal of Educational and Psychological Consultation, 1-18. doi: 10.1080/10474412.2017.1287574

Goforth, A. N., Pham, A. V., Chun, H., & Castro-Olivo, S. (2017). Acculturation and sociocultural factors in children’s mental health services: Applying multicultural consultation frameworks. Journal of Educational and Psychological Consultation, 1-6. doi: 10.1080/10474412.2016.1275650.

Goforth, A. N., Nichols, L. M., Stanick, C. F., Shindorf, Z. R., & Holter, O. (2016). School-based considerations for supporting Arab American youths’ mental health. Contemporary School Psychology, 1-10. doi: 10.1007/s40688-016-0117-7

Goforth, A. N., *Yosai, E. R., Brown, J. A., & *Shindorf, Z. R. (2016). A Multi-method inquiry of the practice and context of rural school psychology. Contemporary School Psychology, 1-13. doi: 10.1007/s40688-016-0110-1

Goforth, A.N., Brown, J., Machek, G., & Swaney, G. (2016). Recruitment and retention of Native American graduate students. School Psychology Quarterly, 31.

Goforth, A. N. (2016). A cultural humility model of school psychology training and practice. Trainer's Forum, 34, 3-24.

Collins, G., Goforth, A.N., & *Ambrose, L. (2016). Effects of intensive teacher professional development on rural students’ vocabulary skills. Rural Special Education Quarterly, 35.

Goforth, A.N., Pham, A. V., Chun, H., Castro-Olivo, S. M., & *Yosai, E.R. (2016). Association of acculturative stress, Islamic practices, and internalizing symptoms among Arab American adolescents. School Psychology Quarterly. doi: http://dx.doi.org/10.1037/spq0000135

Segool, N. K., Goforth, A. N., Bowman, N., & Pham, A. (2016). Social networking practices in school psychology: Have moral panic concerns been overstated? Journal of Applied School Psychology, 32, 66-81. doi: 10.1080/15377903.2015.1121194

Goforth, A. N., Pham, A. V., & Oka, E. R. (2015). Parent-child conflict, acculturation gap, acculturative stress, and behavior problems in Arab American adolescents. Journal of Cross-cultural Psychology, 6, 821-836. doi: 10.1177/002202211558514

 

Book Chapters

 

Goforth, A. N., Pham, A., & Holter, O. G. (in preparation). Cultural considerations in school psychopharmacology. In J. Carlson & J. Barterian (Eds.), School Psychopharmacology: Translating Research Into Practice Switzerland: Springer International Publishing AG.

Castro-Olivo, S., Pham, A., Chun, H. & Goforth, A.N. (in press). Cognitive abilities in bilinguals when tested in L1 and L2. In A. CieĊ›licka, R.Heredia, & M. Rosselli (Eds). Psychology of Bilingualism: The Cognitive World of Bilinguals.

*Yosai, E., Goforth, A. N., & *Shindorf, Z. (2017). Social Caring. In R. Summers (Ed.), Social psychology: How other people influence our thoughts and actions.

*Shindorf, Z., Goforth, A. N., & *Yosai, E. (2017). Stereotypes and its impact. In R. Summers (Ed.), Social psychology: How other people influence our thoughts and actions.

Pham, A., Goforth, A.N., Murray, M.O., & Fine, J. (in press). Multicultural neuropsychological assessment of children with learning disabilities. Enduring and Emerging Trends in Minority and Cross-Cultural Aspects of Neuropsychological Assessment.

Beebe-Frankenberger, M., & Goforth, A. N. (2014). Best practices in school psychological practice in rural settings. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology (Vol. VI). Bethesda: National Association of School Psychology.

Goforth, A.N. (2013). Cultural adaptation. In K. Keith (Ed.), The Encyclopedia of Cross-Cultural Psychology. Hoboken, NJ: Wiley-Blackwell.

Goforth, A.N. (2013). Minority-group affiliation hypothesis. In K. Keith (Ed.), Encyclopedia of Cross-cultural Psychology. Hoboken, NJ: Wiley-Blackwell.

Goforth, A. N., Pham, A. V., & Carlson, J. S. (2011). Diathesis-stress model. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of Child Behavior and Development (pp. 502-503). New York, NY; Springer Publishing Co.

Honors

2013 Student Affairs Faculty Award

Teaching Experience

Elementary Teacher, Computers, Northbridge International School, Phnom Penh, Cambodia

School Counselor, Northbridge International School, Phnom Penh, Cambodia

International Experience

A dual citizen of Australia and U.S., Dr. Goforth has lived in Yemen, Indonesia, Brazil, Nicaragua, Pakistan, Cambodia and the United States. She has also traveled to over 45 countries across the world.

Affiliations

National Association of School Psychologists

American Psychological Association

Trainers of School Psychologists

Montana Association of School Psychologists

Hobbies

Hiking, camping, snowboarding, cross-country skiing, playing softball and ice hockey, reading, playing with my dog Luna