Dr. Enedina García Vázquez is Professor of School Psychology in the Counseling & Educational Psychology Department in the College of Education at New Mexico State University. She earned a BS in elementary education from (Southwest) Texas State University, and MA in bilingual-bicultural studies from the University of Texas at San Antonio and a PhD in School Psychology from the University of Iowa. Dr. Vázquez has extensive leadership experience throughout her academic tenure serving as Associate Director for the Honors College, Associate Dean of the Graduate School, Deputy Director of the Physical Science Laboratory and Associate Dean of Academic Affairs of the College of Education. Dr. Vázquez developed the EdS School Psychology and the recently approved PhD programs at New Mexico State University. She served as the director of the EdS program for 11 years and will co-direct the doctoral program. An avid advocate for mentoring and building the pipeline, Dr. Vázquez has developed various programs for students at the middle and high school as well at the post-secondary levels. As Division 45 Member-At-Large, she coordinated the Links and Shoulders Mentoring Program, which has grown to be a signature program of Division 45. Individually and with partners she has secured over $3,000,000 in federal and foundation grants to continue her work in developing the pipeline and supporting children’s academic achievement and workforce development. Dr. Vázquez serves as evaluator to the New Mexico State University NSF INCLUDES grant supporting engineering students.
Dr. Vázquez’ service to the profession includes editor of the Trainers’ Forum, a refereed publication of the Trainers of School Psychology. She was also Member-At-Large for Division 45 – Society for the Psychological Study of Culture, Ethnicity and Race. Dr. Vázquez assumes the President-elect position of Division 16, after just having completed her Division 45 presidential term.
Dr. Samuel Song, Ph.D. (he, him, they) believes that professional service is a critical way to advance psychology and school psychology in particular. As such, he is excited to lead Division 16 in the realization of APA’s first strategic goal to utilize psychology to make a positive impact on critical societal issues.
Dr. Song is an Associate Professor and directs the School Psychology program in the College of Education at the University of Nevada, Las Vegas. He graduated from the University of Nebraska-Lincoln’s School Psychology program, completed a professional psychology fellowship at the Yale Child Study Center of the Yale School of Medicine, completed a fellowship in social policy at the Edward Zigler Center in Child Development and Social Policy of Yale University, and completed postdoctoral training at the University of North Carolina at Chapel Hill. He has practiced school psychology in traditional and alternative settings (e.g., clinic and hospital) and was a licensed psychologist-Health Service Provider in NC.
Dr. Song’s scholarship and research focuses on strategies that promote healthy school cultures and climates for all children–including the “ecological minority”–, restorative justice, and, integrating social justice in the field of school psychology. His programmatic research on school bullying intervention (Protective Peer Ecology Program; PPEco) has been funded in part by a variety of agencies over the years including the Spencer Foundation, the Frank Porter Graham Child Development Institute, and the Institute of Education Sciences (IES). Dr. Song co-edited the first book on social justice and school psychology (Routledge), the first introductory school psychology book that integrates social justice (National Association of School Psychologists), and co-edited the first special issue on restorative justice in school psychology in the Journal of Educational and Psychological Consultation (JEPC)
Dr. Song was the 2019 recipient of the Division 16’s Jean Baker Mid-Career Award for Service/Practice. He serves on the top journals in school psychology, as Associate Editor of School Psychology Review and editorial board member of School Psychology (APA), and the Journal of School Psychology. He is an active leader in APA and the profession as a member of the Board of Educational Affairs (BEA) of APA, Chair of the Council of Directors of School Psychology Programs (CDSPP), member of the National Standards for High School Psychology Curricula Working Group (APA), former member of the Council of Representatives of the APA, and past President of the Trainers of School Psychologists (TSP).
Melissa A. Bray is a Professor and the Director of the School Psychology program within the Neag School of Education at the University of Connecticut. She is a Fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the State of Connecticut, holds national certification in school psychology, state certification in school psychology, and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 175 articles, chapters, and reviews in the professional literature, and has presented over 100 scholarly papers at national and international conferences. In several studies on faculty productivity it was determined that Dr. Bray was the first or second most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School and Educational Psychology and has served as an associate editor of School Psychology. She also serves on many other editorial boards. Of interest, she is the co-editor of the first Oxford handbook of school psychology. She has also guest edited 9 issues of Psychology in the Schools on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling and emotional disorders and equity-based practice. As co-principle investigator, she has secured over $2 million dollars in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16’s Lightner Witmer Award, the Division’s highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as Vice-President, Social, Ethical Responsibility, and Ethnic Minority Affairs, and is currently President of APA’s Division 16 Executive Committee. Dr. Bray has also served as the Division 16’s convention chair, hospitality suite coordinator, chair of the Division’s publications committee, and as a member of the conversation videotape series. Her research interests are in the area of interventions for communication disorders mainly stuttering, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer.
Vice Presidents & Officers