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Natasha Segool

Affiliations: 
Professional Psychology University of Hartford, West Hartford, CT, United States 
Area:
Clinical Psychology, Health Care Management, Developmental Psychology
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"Natasha Segool"
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Justine M. Wallace grad student 2014 University of Hartford

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Saeki E, Segool N, Pendergast L, et al. (2018) The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress Psychology in the Schools. 55: 391-403
Ryan SV, Embse NPvd, Pendergast LL, et al. (2017) Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent Teaching and Teacher Education. 66: 1-11
von der Embse NP, Pendergast LL, Segool N, et al. (2016) The influence of test-based accountability policies on school climate and teacher stress across four states Teaching and Teacher Education. 59: 492-502
von der Embse NP, Mata AD, Segool N, et al. (2014) Latent Profile Analyses of Test Anxiety: A Pilot Study Journal of Psychoeducational Assessment. 32: 165-172
Embse NPvd, Kilgus SP, Segool N, et al. (2013) Identification and Validation of a Brief Test Anxiety Screening Tool International Journal of School and Educational Psychology. 1: 246-258
Segool NK, Carlson JS, Goforth AN, et al. (2013) Heightened test anxiety among young children: Elementary school students' anxious responses to high-stakes testing Psychology in the Schools. 50: 489-499
Von der Embse N, Barterian J, Segool N. (2013) Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000-2010 Psychology in the Schools. 50: 57-71
Shriver MD, Segool N, Gortmaker V. (2011) Behavior observations for linking assessment to treatment for selective mutism Education and Treatment of Children. 34: 389-411
Hirshfeld-Becker DR, Masek B, Henin A, et al. (2008) Cognitive-behavioral intervention with young anxious children. Harvard Review of Psychiatry. 16: 113-25
Carlson JS, Mitchell AD, Segool N. (2008) The Current State of Empirical Support for the Pharmacological Treatment of Selective Mutism School Psychology Quarterly. 23: 354-372
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