Keeshawna
Brooks
Keeshawna Brooks
- Campus: Chicago, IL
- Department: School Psychology
- Institution: The Chicago School
- Address: 325 N Wells Street Chicago, IL 60654
- Office Phone: 312-467-2506
Biography
Keeshawna Brooks, Ph.D., NCSP, L.P., is currently an associate professor in the School Psychology Department at The Chicago School in Chicago, IL. She is also the owner of Keys To Care Psychological Services, LLC. She maintains a PsyPact APIT, is a Nationally Certified School Psychologist (NCSP), and is a licensed psychologist in Maryland and Illinois. She also serves on the editorial board for the Journal of Educational and Psychological Consultation (JEPC). In 2018, she earned her Ph.D. in School Psychology from Loyola University Chicago following an internship with the Illinois School Psychology Internship Consortium. She completed a postdoctoral fellowship at Behavioral and Educational Solutions in Silver Spring, Maryland in 2019. She also worked as a school psychologist in several Washington D.C. charter schools. Dr. Brooks is originally from Chicago and received her B.A. in psychology and M.A. in the social sciences from the University of Chicago. Dr. Brooks' research interests include social justice, critical race theory, and the intersection of racial identity, ecological systems, and academic performance. Dr. Brooks also has experience in mediation and moderation modeling as well as expertise in survey design, survey data analysis, and program evaluation.
Education History
Degree Institution Year Ph.D. Loyola University Chicago , Chicago, IL 2018 M.A. University of Chicago , Chicago, IL 2004 B.A. University of Chicago , Chicago,IL 2002 Professional Memberships
Role Organization Member American Psychological Association Member National Association of School Psychologists Member Illinois School Psychologists Association Presentations
Title Location Date Level Up: Consultation for the Black Community. Online at Association of School Psychologists of Pennsylvania Conference November 2021 Mask Off: Black Authenticity in Professional Spaces American Psychological Association Conference August 2021 Social Ecology, Critical Race Theory, and the Grit-Academic Achievement Relationship. Chicago, IL February 2018 A Multi-Tiered Approach to Increase School Connectedness among Culturally Diverse Youth. New Orleans, LA February 2016 Using Photoelicitation in A School Psychology Training Program to Facilitate Social Justice Impact. San Antonio, TX February 2017 Utilizing student voice to respond to middle school bullying Toronto, Canada August 2015 A case study of LGBTQ youth perceptions of sexual education among a special education population Toronto, Canada August 2015 Experiment Screening Households for the REACH U.S. Risk Factor Survey: An Experiment in Using Self-Administered Questionnaires Fort Lauderdale, FL 2009 On a Wing, a Prayer and a Phone Number: Using Minimal Household Data to Locate Young Mobile Respondents New Orleans, LA 2008 The Impact of Incentives on Representativeness in the National Immunization Survey Anaheim, CA 2007 Advance Letter Readability and Survey Cooperation Montreal, Canada 2006 Community Involvement
Role Organization Project Co-Lead & Group Facilitator Cook County Juvenile Temporary Detention Center Areas of Expertise
Area Expertise Assessment/Psychological Testing Clinical Psychology / Mental Health Cognitive Behavioral Therapy Psychology Subdisciplines - School Psychology School Psychology Cultural Diversity Licenses
Licensed Psychologist , Illinois Licensed Psychologist , Maryland Professional Educator License-School Psychologist , Illinois Nationally Certified School Psychologist Psychology Associate , Washington DC Publications
Chapter Shriberg, D., Brooks, K., and Montes de Oca, J. (2020). Children’s rights, social justice, and professional ethics.. In Nastasi, B., Hart, S., and Shereen, N. (Ed.) International Handbook on Children's Rights (pp. 37-48). Switzerland: Springer.
Cook, S., Godiwalla, S., Brooks, K., John, P., & Powers, C. (2015). Recruitment and retention of study participants. In J. Wholey, H. Hatry, & K. Newcomer (Eds.), . (Ed.) Handbook of Practical Program Evaluation (4th edition) (pp. 197-224). San Francisco: Wiley.
Journal Shriberg, D., Brooks, K., Jenkins, K., Giansein, C., & Cronin, K. (2017). Utilizing student voice to respond to middle school bullying: A student leadership approach.. School Psychology Forum, 11 (1), 20-33.
O’Connor K.S., Brooks, K., Nysse-Carris, K.L., et al. (2011). Design and operation of the Survey of Adult Transition and Health, 2007. National Center for Health Statistics-Vital Health Statistics, 1 (52),
Bramlett M.D., Brooks, K., Foster, E.B., et al. (2010). Design and operation of the National Survey of Adoptive Parents of Children with Special Health Care Needs, 2008.. National Center for Health Statistics-Vital Health Statistics, 1 (51), Retrieved from http://www.cdc.gov/nchs/data/series/sr_01/sr01_051.pdf.
Other Brooks, K., Kendrick-Dunn, T., Parris, L., Shriberg, D. (2020). Consultation, social justice, and low-income and economically marginalized children. Communique. 48 (7). (18-20).
Brooks, K., Jenkins, K. Montes de Oca, J., Immen, J. (2014). A social justice perspective on bullying. Communique. 43 (2). (1).
Media Exposure
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