School Psychology: Interns

Meet our current interns.

Berkeley Psychology Internship Consortium (B-PIC) interns work in one of three school districts. Each district has the same commitment to the same training goals and to provide comprehensive clinical experiences for the interns. Interns are encouraged to seek out training opportunities that align with their interests, special skills, and unique backgrounds. They work with clients ranging in age from preschool through adulthood and across different levels of schooling. Each intern has a primary supervisor who is also an employee of the school district. Interns also receive group supervision from B-PIC Training Committee members.

Elaine Hua Luo

Elaine Hua Luo (She/Her/Hers) MEd, is a 5th-year PhD Candidate in the School Psychology Program at UC Berkeley. She will be completing her school-based internship at Piedmont Unified School District. Prior to joining the BSE, Elaine received her MEd in Human Development and Psychology from Harvard Graduate School of Education and her BA in Education Sciences from the University of California Irvine. Elaine’s current research focuses on adolescents’ identity development under the influence of various risk and resilience factors in their ecological system and the impact of identity development on adolescent mental health and developmental outcomes. As a therapist in training, Elaine is looking forward to continuing connecting and supporting students from diverse backgrounds in a culturally sensitive, trauma-informed, and collaborative approach. Aside from school, Elaine enjoys watching movies, going hiking with her Shiba Inu named Peach, doing yoga, playing guitar, and traveling!

Meg Stomski

Meg Stomski (she/her) is a 5th year PhD candidate in the School Psychology program at UC Berkeley and an intern at Oakland Unified School District. Meg’s research interests include bullying and mental health outcomes in youth, particularly among immigrant and minority youth. Her dissertation research is a multi-method study on the role of attributions in how Chinese American youth adjust to their bullying experiences. In her free time, Meg is passionate about connecting with her Japanese community, being outdoors, going to concerts, enjoying meals with friends, and making a variety of coffees.

Edwin Carlos

Edwin Carlos (he/him/his) is a fifth-year doctoral candidate in the School Psychology program at the UC Berkeley School of Education and currently an intern at San Francisco Unified School District. Edwin's research is focused on Filipino American ethnic/racial identity attitudes and mental health outcomes. His dissertation is focused on Filipino American ethnic/racial identity and colonial mentality attitudinal profiles. When Edwin is not working, he enjoys running, cooking, playing video games, and playing sports like tennis and basketball.

Makaela Jones

Makaela Jones (she/her) is a PhD Candidate in the School Psychology program at Berkeley School of Education and identifies as a radical Black feminist and youth advocate. Her dissertation research focuses on the praxis and pedagogy of Black women educators and how they create liberatory spaces for BIPOC children. Makaela analyzes how school adults reimagine their power to destabilize the logic that assumes that children are incapable, hyper-dependent, and uncivilized. As a child therapist and school psychologist, Makaela refuses to normalize the ableist, anti-Black structures that are rampant in dominant U.S. school contexts. Her formal educational journey includes a B.A. in Psychology from the University of North Carolina at Chapel Hill and a M.Ed. in Mental Health Counseling and Sport Psychology from Boston University. Makaela also enjoys and learns from her plants, a barky chihuahua, and the endless love of her family and friends. 

Celine Reilly

Celine Reilly (she/her) is a fourth-year doctoral candidate in the School Psychology program at the University of Colorado, Denver and is currently an intern at San Francisco Unified School District. Celine’s graduate research is focused on best practices for supporting students with Prader-Willi syndrome (PWS) in the school setting. In her career, she hopes to improve the educational experience of students with PWS and other complex neurodevelopmental conditions by fostering collaboration between the clinical and school environments and serving as a resource for school teams and families. In her free time, Celine enjoys reading, exploring San Francisco, and spending time with friends and family.

Quā Miller

Quā Miller (he/him/his) is a doctoral candidate enrolled in the School Psychology Program at the University of California, Berkeley. Before entering graduate school at Berkeley, Quā attended the University of North Texas as a psychology major, researching ethnic identity and educational outcomes. Quā 's current research centers on how adolescents' exposure, or lack thereof, to ethnic-racial socialization influences their ethnic identity attitudes, racial coping skills, and psychological well-being. Quā is also interested in researching Black mental health and how traditional psychological research and practice can be more applicable to marginalized and underserved groups. During his internship, Quā looks forward to connecting, building therapeutic alliances, and providing culturally and trauma-informed care to students.

Amy Harrison

Amy Harrison (she/her/hers) MEd, is a fourth-year PsyD candidate in the School Psychology program at the University of Colorado, Denver. She is currently completing her internship at San Francisco Unified School District. Amy’s current research focuses on trends within the developmental delay category. Her professional background includes experience as an early childhood mental health consultant and as an international educator, having worked in five different countries. Outside of her professional pursuits, Amy enjoys mountain biking, snowboarding, traveling and spending time in nature.