Stefan C. Dombrowski, Ph.D.

School Psychologist/Private Practice Psychologist (7/01 to present)

Serves as a school psychologist for a Pennsylvania public charter school conducting psychoeducational and functional behavioral assessments for a range of IDEA classification categories. Provided psychotherapy to children and adolescents referred for emotional and behavioral difficulties including anxiety, depression, oppositionality, anger control, social skills and general adjustment (2001-2004). Conducted forensic psychological evaluations for the New Jersey Court system. Provide psychological evaluations of youth incarcerated in juvenile detention centers. Testified before New Jersey Superior Court in matters of child custody and parental visitation (2002-2010).

University of California, Davis Medical Center

Provided individual trauma focused cognitive-behavioral therapy and group psychotherapy to children and adolescents who have experienced a host of internalizing and externalizing problems related to child maltreatment. Provided Parent-Child Interaction Therapy (PCIT), a behaviorally-based parenting skills training program, to preschool and school aged children and their caregivers. Conducted comprehensive psychological evaluations to determine diagnostic impressions, treatment recommendations, placement of children, termination of parental rights, and reunification recommendations. Expanded upon knowledge of current literature on child abuse and neglect. Testified as an expert witness in California Juvenile and Superior Courts. Refined ability to conceptualize clinical situations and demonstrate application of scientific theory/research in case management and psychotherapeutic responsibilities.

San Juan Unified School District & White House Counseling Center

Conducted psychological and psychoeducational evaluations of children and adolescents referred for attention problems, learning difficulties, school adjustment problems, and behavior and emotional problems. Prepared psychological reports and provided feedback to parents within the context of an IEP. Provided individual counseling and psychotherapy to children, adolescents and adults within a community-based counseling center open to all residents of the school district. Provided group counseling including bereavement, anger management, and social skills. Provided parenting skills training for pre-school aged Head Start children and their families. Consulted with school staff, conducted functional behavioral assessments, and developed interventions for referred students.

University of Georgia Center for Counseling & Psychotherapy

Acquired advanced psychotherapy and counseling skills, including skills in couples counseling and therapy with adolescents, college students, and adults. Acquired knowledge of a range of theoretical approaches and techniques to address specific clinical issues (e.g., anxiety, depression, and anger management; child behavioral problems; family dysfunction; and parent- child problems). Honed ability to conceptualize clinical situations and demonstrate application of theory in case management and psychotherapeutic responsibilities. Participated in weekly individual and group supervision, and weekly clinical staffing.

University of Georgia Learning Disabilities Center

Conducted neuropsychological assessment of college students who were referred for learning problems. Gained familiarity with a range of norm-referenced and qualitative neuropsychological assessment instruments. Prepared psychological reports and provided feedback to clients.

University of Georgia Psychoeducational Assessment Clinic

Provided psychological assessment of school-aged children and adolescents referred for specific learning disabilities, attention problems, school adjustment problems, and behavior and emotional problems. Provided psychological assessment of infants and preschool age children who were referred for developmental delays, autistic spectrum disorders, school readiness issues, learning, and behavioral problems. Prepared psychological reports and provided feedback to parents. Attended clinic meetings for case review and presentation. Acquired group psychotherapy skills. Conducted ADHD and social skills training groups. Acquired skills in functional behavioral assessment for the design and implementation of effective behavior support plans in the schools.

View my full Curriculum Vitae here.

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  Jane Bostrum Service to School Psychology Award

  Jane Bostrum Service to School Psychology Award

  Dr. Stefan Dombrowski—Professor/Program Director at Rider University
  
  Dr. Dombrowski is the Director of the School Psychology Program at Rider University, restructuring the program to achieve accreditation from the National Association of School Psychologists (NASP) in 2007. In addition to his extremely high teaching load, Dr. Dombrowski has published more than 80 articles and has written 4 books on childhood development and psychological assessment, measurement, and intervention. His work has had over 1,700 citations, naming him as the fifth most productive scholar at the school psychology specialist level of training. Dr. Karen L. Gischlar, colleague of Dr. Dombrowski and Associate Professor in the School Psychology Program at Rider University, credits Dr. Dombrowski as a “prolific researcher” and “one of the kindest, most giving and genuine professionals with whom I have worked with in an educational career that has spanned 34 years.” Dr. Dombrowksi was recognized with Rider University’s Dominik A. Iorio Distinguished Research Award in 2011 and elected into The Society for the Study of School Psychology. His co-authored article, “Cognitive Profile Analysis in School Psychology,” was named the 2018 Article of the Year in the Journal of School Psychology. Dr. Roy P. Martin, Professor Emeritus, who served as Dr. Dombrowski’s major professor at the University of Georgia honors Dr. Dombroski as, “a gifted individual who has compiled a dossier of professional activities that have had a major impact on the practice of psychological assessment and other topics of direct relevance to practicing school psychologists. Stefan’s work is the strongest of any person I have supervised in 40 years of training school psychologists.” His contributions to research continue to translate into practice by producing highly-qualified practitioners in the field of school psychology. Dr. Dombrowski is also a licensed psychologist and certified school psychologist in NJ and PA, and has continued to provide school psychology and clinical child psychology services in Philadelphia public schools and in private practice for the past 18 years.

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  Scholarly productivity of Rider’s school psychology program named fifth in nation

  A recent journal article named Rider University’s school psychology program the fifth most productive program in the nation in terms of scholarly production.
  
  The conclusion was published in the journal Research and Practice in the Schools. Programs were ranked according to the average number of journal articles published by faculty members.
  
  In addition to the recognition for Rider’s program as a whole, Dr. Stefan Dombrowski of the school psychology program was ranked as the 12th-most productive school psychology researcher in the country. Researchers measured scholarly journals published from 2002-11 and focused their examination on the most productive faculty members in terms of authorship of double-blind, peer-reviewed articles.

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  Rider University’s School Psychology Program receives national re-accreditation

  Only 7 programs in NJ are fully approved by the National Association of School Psychologists

  Over the summer, Rider University’s School Psychology Program received full accreditation by the National Association of School Psychologists (NASP). As a result, students can attain the Nationally Certified School Psychologist degree and automatically receive the credential to practice as a school psychologist in about half the 50 U.S. states.

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  Faculty Pedagogy and Scholarship Honored at Commencement

  Dr. Brooke Hunter, Dr. Stefan Young and Dr. Stefan Dombrowski were all honored for their excellence in teaching and scholarship at the University’s various Commencement 2011 ceremonies.

  Every year, as Rider recognizes another class of graduates for their academic accomplishments at Commencement, the University is also sure to commend the teaching and scholarship of selected faculty members, as well. Through their commitment to learning, these professors advance learning on both Rider campuses and have left the Class of 2011 poised to achieve excellence.

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  Psychology professor's new book provides comprehensive look at psychoeducational assessment

  Dr. Stefan Dombrowski's book is geared toward graduate students and professionals

  A new book by Dr. Stefan Dombrowski, a professor and director of graduate program in school psychology, explains how the practice of psycho-educational assessment and report writing is one the most important tasks undertaken by school psychologists. Published this year by Springer Science+Business Media, Psychoeducational Assessment and Report Writing serves as a how-to guide in the psycho-educational assessment of children by taking a step-by-step look at the process, from data collection to report writing and interpretation.

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  Making the Right Call

  In a recently published child and school psychology book, Dr. Stefan C. Dombrowski joins Rider colleague Dr. Karen L. Gischlar ’03, as well as Dr. Martin Mrazik of the University of Alberta, to present a thorough collection of research on a number of severe, though not frequently seen, psychological disorders in children

  Since the 1970s, the psychological disorders of children have come much more into focus by the research community, whose work has seen such conditions as ADHD and autism spectrum disorder gain widespread visibility and awareness among parents and their respective fundraising communities.

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  The Cupcake Generation

  Imagine what will happen when today’s kids grow up and realize they really aren’t all that special

  In today’s world, it’s entirely possible for kids to reach adulthood without realizing they’re not amazing at everything they attempt to do.
  
  Consider how, in recreational sports, players “earn” trophies for showing up. At classroom awards ceremonies, students are awarded certificates for being the most talented at something, or if not that, for trying really hard.

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  Flu in pregnant women 'can cause brain damage to unborn babies'

  Doctors are urging vaccination for expectant mothers after a study which highlights links between fevers and behavioural problems.

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  Look to Lactate to Help Predict Ill Cats’ Prognoses, Penn Vet Study Says

  Many factors go into evaluating the prognosis of a critically ill animal, usually involving a combination of objective metrics, such as blood pressure or blood oxygenation, and more subjective clinical signs, such as alertness or lethargy.