Associate Professor of Psychology
School Psychology Program
Department of Psychology
- PSYX100 Introduction to Psychology
- PSYX 345 Child & Adolescent Psychological Disorders
- PSYX632 Multicultural Psychology
- PSYX587 School Psychology Methods (First & Second Year practicum)
- PSYX524 Tests & Measurements
- PSYX534 Clinical Psychology Methods (Practicum)
- PSYX583 Educational Assessment & Intervention
Dr. Anisa Goforth is 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 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). Dr. Goforth is a Board Certified in School Psychology, Nationally Certified School Psychologist, and Licensed Psychologist.
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.
Doctoral Students: Dr. Goforth will be taking at least one doctoral student in AY 2022-2023. Students from culturally and linguistically diverse backgrounds are especially encouraged to apply. Dr. Goforth is a part of the Directory of School Psychology Faculty Addressing Culture and Diversity.
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
Board Certified in School Psychology
Licensed Psychology (Montana)
Nationally Certified School Psychologist (NCSP)
Multicultural issues in School Psychology
Cultural competence training of school psychologists
Children and families from culturally and linguistically diverse backgrounds
Social Skills interventions for children with autism
School-based mental health care
See Dr. Goforth's research lab webpage: http://hs.umt.edu/psychology/goforth/
Field of Study
multicultural school psychology
social-emotional interventions and therapy
professional and training issues in school psychology
*Indicates UM graduate student
#Indicates UM undergraduate student
Diaków, D., & Goforth, A.N. (2021). Supporting Muslim refugee youth during displacement: Implications for international school psychologists. School Psychology International. https://doi.org/10.1177/0143034320987280
Goforth, A. N. (2020). A challenge to consultation research and practice: Examining the “culture” in culturally responsive consultation. Journal of Educational and Psychological Consultation, 1-8. doi: 10.1080/10474412.2020.172828
Holter, O. G., Goforth, A. N., Pyke, K., & Shindorf, Z. R. (2019). Cultivating perspective: A qualitative inquiry examining school history textbooks for microaggressions against Native Americans. Journal of Educational and Psychological Consultation, 1-30. doi: 10.1080/10474412.2019.1705162
Rennie, B. J., & Goforth, A. N. (2019). A qualitative examination of social changes and challenges in rural adolescents with traumatic brain injury. Rural Special Education Quarterly. https://doi.org/10.1177/8756870519892886
Shriberg, D., Brooks, K., Castillo, J. M., Clinton, A., Goforth, A. N., Mueller, T. G.et al. (2018). Statement from journal’s editorial leadership: Journal of Educational and Psychological Consultation as an interdisciplinary outlet for transformative consultation research from across the globe. Journal of Educational and Psychological Consultation, 28, 1-2. doi: 10.1080/10474412.2017.1360040
Nichols, L. M., Goforth, A. N., Sacra, M., & Ahlers, K. (2017). Collaboration to support rural student social-emotional needs. The Rural Educator, 38, 38-47.
Brown, J. A., Goforth, A. N., & Machek, G. (2017). School psychologists’ experiences with and training in suicide assessment: Challenges in a rural state. Contemporary School Psychology. doi: 10.1007/s40688-017-0147-9
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: 10.1177/0022022115585140
Goforth, A.N., *Rennie, B., *Hammond, J. & Closson, J., (2015). Strategies for data collection in social skill group interventions: A case study for children with autism. Intervention in School and Clinic, 51. Doi: 10.1177/1053451215585806
Goforth, A.N., Oka, E.R., Leong, F.T.L., & Denis, D. (2014). Acculturation, acculturative stress, religiosity, and psychological adjustment among Muslim Arab American adolescents. Journal of Muslim Mental Health, 8. doi: http://dx.doi.org/10.3998/jmmh.10381607.0008.202 .
Pham, A. V., Goforth, A. N., Segool, N., & Burt, I. (2014). Social networking in school psychology training programs: A survey of faculty and graduate students. School Psychology Forum: Research in Practice, 8, 130-143.
Segool, N., Goforth, A.N., White, H., Loschiavo, M., & Gonzalez, A. (2014). Exploratory analysis of school psychologists’ social networking: Recommendations for graduate training. Trainers’ Forum, 30. 4-20.
Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: Elementary school students' anxious responses to high-stakes testing. Psychology in the Schools, 50, 489-499. doi: 10.1002/pits.21689
Plavnick, J. B., Ferreri, S. J., Mannes, T. J., Maupin, A. N., Stewart, L. S., Goforth, A. N., Palmer, D., Sportsman, E. L., Carlson, J. S., & Oka, E. R. (2012). Experimental comparison of brief behavioral and developmental language training for a young child with autism. Journal of Speech and Language Pathology and Applied Behavior Analysis. 5, 35-41.
Pham, A. V., Goforth, A. N., Segool, N., & Newman, S. (2017). Challenges of emerging technology: Social networking and texting in pediatric neuropsychology practice. Journal of Pediatric Neuropsychology, 1-11. doi: 10.1007/s40817-017-0038-z.
Goforth, A. N., Pham, A., & *Holter, O. G. (2019). Cultural considerations in school psychopharmacology. In J. Carlson & J. Barterian (Eds.), School Psychopharmacology: Translating Research Into Practice Switzerland: Springer International Publishing AG.
Pham, A., Castro-Olivo, S., Chun, H. & Goforth, A.N. (2018). Cognitive abilities in bilinguals when tested in L1 and L2. In A. Cieślicka, R.Heredia, & M. Rosselli (Eds). Psychology of Bilingualism.
*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. V., Goforth, A. N., Murray, M. O., Medina-Pekofsky, E., & Fine, J. G. (2016). Nondiscriminatory neuropsychological assessment of children with learning disabilities. In. F. R. Ferraro (Ed.), Minority and cross-cultural aspects of neuropsychological assessment (pp. 359-378). New York, NY: Taylor & Francis.
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.
2020 Fellow, Values-Based Academic Leadership Trajectories for Women in STEM
2018 American Board of Professional Psychologists Trainers Scholarship
2016 American Psychological Association Division 16 Convention Travel Award
2013 University of Montana Student Affairs Faculty Award, Disability Student Services
2013 Early Career Fellow, School Psychology Research Collaboration Conference
Area of Expertise
Children's Mental Health and Treatment; Children from Culturally Diverse Backgrounds; Ethnic Minority Children; Autism; Learning/Reading Disabilities; Academic Abilities/School-Related Difficulties
Elementary Teacher, Computers, Northbridge International School, Phnom Penh, Cambodia
School Counselor, Northbridge International School, Phnom Penh, Cambodia
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.
Hiking, camping, snowboarding, cross-country skiing, playing softball and ice hockey, reading, playing with my dog Luna