Hattie Harvey

Hattie Harvey
Professor
Department of Psychology, Program Director, School Psychology
Coordinator, Graduate Certificate in Children's Mental Health, PI, OSEP Personnel Preparation Grants - Project BLENDS & Project i-SPARCC
NSB 221
907-786-4464
haharvey@alaska.edu

Education

  • Ph.D., Child, Family, and School Psychology, University of Denver, 2011
    • Double Cognate: Early Childhood School Psychology & Clinical Psychology
    • Doctoral Internship, Anchorage School District, 2010-2011
  • M.S., Human Development, University of Maine, 2005
  • B.S., Psychology, St. Lawrence University, 2002
  • B.A., Fine Arts, St. Lawrence University, 2002

Teaching Responsibilities

  • Undergraduate and graduate Children's Mental Health courses
  • Graduate School Psychology Courses

Professional & Department Service

  • Licensed Psychologist, Alaska
  • Nationally Certified School Psychologist (NCSP)
  • Program Coordinator, Graduate Certificate in Children's Mental Health & Children's Mental Health Minor 
  • Editorial Board Member, Topics in Early Childhood Special Education Journal
  • Reviewer, Early Education and Development Journal 
  • Continuing Education Course Instructor for Anchorage Preschool Programs
  • Continuing Education Coordinator, Alaska School Psychology Association
  • Past President, Alaska School Psychologist Association 

Research Interests

  • Interventions for Young Children with Challenging Behaviors
  • Executive Function Development
  • Infant Mental Health and Parent Intervention Models
  • Assessment in Early Childhood Special Education
  • Indigenous Perspectives on Social-emotional Learning and Intervention with Young Children

Publications

Howell, B., Harvey, H., & Aguiniga, D. (2023). Creating and improving a faculty learning community for community-engaged research at a mid-sized, open-enrollment university. Accepted in Journal of Higher Education Outreach and Engagement, 12(3).

  
Harvey, H., & Wennerstrom, E. K. (2023). Hearing their voices: Parents perceptions of preschool special education evaluations with dual language learners. Topics in Early Childhood Special Education, 43(1), 46-59. .

Harvey, H., Pierce, J., & Hirshberg, D. (2023). Using participatory research to develop a culturally responsive early childhood assessment tool. Journal of Participatory Methods, 4(2). .

Harvey, H.,  Reed, D., Parker, P., Ward, K., Baldwin, M., & Hiratsuka, V. (2023). Parent views on the educational 花季传媒s of students with Fetal Alcohol Spectrum Disorders: Advocacy, inclusion, and collaboration. Accepted in Children and Youth Services Review, 55, .

Harvey, H., Dunlap, G., & *McKay, K. (2021). Primary and secondary effects of Prevent-Teach-Reinforce for Young Children. Topics in Early Childhood Special Education, 41(2), 100-114. .

Logue, M. E., Harvey, H. (2022). Vroom, vroom, beep, beep: Promoting equity with stories children 鈥渢ell鈥� through truck and car play. Young Children, 77 (2).

Harvey, H., Hirshberg, D., & Pierce, J. (2021). Guidelines for culturally-responsive reflective practice in birth to five settings (Version 1). Cook Inlet Tribal Council.  

Parker, D., Hedwig, T., Miller, V., Payne, T., Gonzalez, A., Kisraauskas, Y., Slone, A., Hiratsuka, V., Brown, P., Harvey, H., Reed, D., Smith, C., & Ward, K. (2021). Fetal Alcohol Spectrum   Disorders Data Systems Development: Gaps, Opportunities, and Recommendations. 花季传媒. 

Hirshberg, D., Harvey, H., Cost, D., & Ohle, K. (2019). Mind the gap鈥ind the chasm: Exploring inclusion and equity in Alaska鈥檚 education system. In M. Beaton, D. B. Hirshberg, G. R. Maxwell, & J. Spratt (Eds.) Including the North: A Comparative Study of the Policies on Inclusion and Equity in the Circumpolar North. Lapin Yliosto: University of Lapland.

Harvey, H., Coleman, J., & Miller, G. (2019). School readiness and school entry. In G. Bear (Ed.) Helping Children Handouts: Prevention and Intervention Strategies for Common Concerns at School and Home. Bethesda, MD: National Association of School Psychologists.

Harvey, H., & Ohle, K. (2018). . Education Policy Analysis Archives, 26(142).

Strain, P., Dunlap, G., & Harvey, H. (2018).  A functional assessment model for challenging behaviors: Prevent-Teach-Reinforce for Young Children. In Snyder, P., & Hemmeter, M. L. (Eds.).Young Exceptional Children Monograph Series No 4: Instruction for Effective strategies to support engagement, learning, and outcomes. Washington, DC: Division for Early Childhood.

Ohle, K, & Harvey, H. (2017). Educators鈥� perceptions of school readiness within the context of a Kindergarten Entry Assessment. Early Child Development and Care. DOI:   10.1080/03004430.2017.1417855.

Harvey, H. & Miller, G. (2017). Executive function skills, early mathematics, and vocabulary in Head Start preschool children. Early Education and Development, 28, 290-307. DOI: 10.1080/10409289.2016.1218728.

Logue, M., Harvey, H., Sullivan, D., & Austin, J. (2011). Strengthening partnerships with families through toddler stories. Spotlight on Infants and Toddlers. Washington, DC: National Association for the Education of Young Children.

Logue, M. & Harvey, H. (2010). Preschool teachers鈥� views of active play. Journal of Research in Childhood Education, 24, 32-49.

Logue, M. & Shelton, H.  (2008). The stories bad guys tell: Promoting literacy and social awareness in preschool. The Constructivist, 19

Logue, M., Shelton, H., Austin, J., & Cronkite, D. (2007).  Strengthening partnerships with parents through toddler stories.  Journal of Young Children, 62, 85-88.

Psychology