Gina Coffee, PhD, NCSP
Post-Doctoral Fellow
SPECIALTIES:
Identity, Self-Understanding, and Life Transitions
Anxiety, Stress, Depression, and Emotional Well-Being
Executive Functioning and Learning
Relationships, Social Skills, and Interpersonal Growth
Support for Children, Families, and Parenting
Women’s Wellness
Neuropsychological Assessments
Ravenswood
“I create a space where you feel safe, respected, and empowered to explore who you are and how you want to grow …”
Welcome—I’m glad you’re here! Whether you’re seeking support for yourself, your child, or your family, I hope this can be a place where you feel understood, respected, and supported in taking the next step forward.
I am a therapist who is deeply committed to helping children, adolescents, and adults feel understood, supported, and empowered throughout all stages of life. I approach my work with warmth, curiosity, and respect for your unique story and strengths, and I believe that meaningful growth happens within authentic, collaborative relationships.
My background in psychology grounds my work in a developmental, lifespan perspective. I consider how learning, identity, relationships, and emotional experiences evolve over time and across the systems we move through. As a Mexican American woman and Third Culture Kid (TCK), I bring a personal appreciation for the complexity of identity, belonging, and navigating multiple cultural contexts, and I strive to create a space that is culturally responsive, affirming, and inclusive.
I work with children and adolescents on social\emotional learning, emotional regulation, executive functioning, and identity development, and I partner closely with parents, caregivers, and educators to support children in building confidence, emotional awareness, and practical skills that help them thrive at home and in school.
I also work with adults to support deepening self-understanding, clarifying values, and developing sustainable strategies that promote well-being, balance, and connection. I have a particular interest in helping you navigate periods of transition with care, dignity, and compassion.
At the core of my work is a belief that every person deserves to feel capable, connected, and supported in their learning, relationships, and sense of self. My approach is strengths-based, neurodiversity-affirming, LGBTQIA+ affirming, and culturally responsive, and I draw from cognitive-behavioral, interpersonal, and dialectical behavioral approaches, integrating them in ways that are developmentally appropriate and tailored to you. I create a space where you feel safe, respected, and empowered to explore who you are and how you want to grow, and I feel honored to walk alongside you as you move toward greater clarity, resilience, and meaningful growth.
My Background
Dr. Gina Coffee holds a PhD in School Psychology from the University of Wisconsin-Madison and is a published author and university faculty member with over 20 years of experience as a mental health professional. She values lifelong learning and strives to remain current with best practices in supporting individuals across the lifespan.
Publications
Coffee, G., & Whitelock, S. (2021). Response cost raffle and mystery motivator. In M. Coolong-Chaffin, R.O. Hawkins, & M.I. Axelrod (Eds.) Case studies for school psychology: Behavioral interventions for effective problem-solving. New York, NY: Routledge.
Jules, T.D., & Coffee, G. (2015). New rules and mechanisms for early childhood education advocacy: Employing social-emotional and behavioral assessment and intervention practices in Health and Family Life Education curricula to develop the Ideal Caribbean Person. In I. Berson, & M. Berson (Eds.) Child advocacy and early childhood education policies in the Caribbean. [Volume 6 of the Research in Global Child Advocacy series, sponsored by the Research in Global Child Advocacy SIG of the American Educational Research Association]
Coffee, G., Fenning, P., & Wells, T. (2015). Promoting youth sexual health: Home, school, and community collaboration. New York, NY: Routledge.PsycCRITIQUES review of Coffee, Fenning, & Wells (2015): Cohen, J. (2016). An essential foundation for healthy development. PsycCRITIQUES, 61(21).
Newell, M., & Coffee, G. (2015). School psychologists as systems-level consultants: Interdisciplinary perspectives. Journal of Educational and Psychological Consultation, 25(2-3), 67-71.
Harkema, R., & Coffee, G. (2014). Anxiety in youth with Autism Spectrum Disorders: Current research and implications for practice. NASP Communique, 43(2).
Sears, K., Turner, C., & Coffee, G. (2014). Supporting successful transitions for students and school staff during school closings. NASP Communique, 42(8).
Coffee, G., Newell, M., & Kennedy, A.S. (2014). Supporting collaborative efforts in implementing evidence-based reading interventions: The role of online databases. Journal of Educational and Psychological Consultation, 24, 81-95.
Kowalewicz, E., & Coffee, G. (2014). Mystery Motivator: A Tier 1 classroom behavioral intervention. School Psychology Quarterly, 29(2), 138-156.
Coffee, G., Ray-Subramanian, C., Schanding, T., & Feeney-Kettler, K. (2013). Early childhood education: A practical guide to evidence-based, multi-tiered service delivery. New York, NY: Routledge.
Coffee, G., & Kratochwill, T. R. (2013). Generalization programming: An examination of the role of prevention in school-based problem-solving consultation. Journal of Educational and Psychological Consultation, 23(1), 1-35.
Newell, M.L., & Coffee, G. (2012). Creating a social justice approach to assessment. In D. Shriberg, S.Y. Song, A.H. Miranda, & K.M. Radliff (Eds.) School psychology and social justice: Conceptual foundations and tools for practice. New York, NY: Routledge.
Harris, B., Coffee, G., Newell, M., Newton, J.H., Ogg, J., & Shriberg, D. (2011). Careers in academia: Perspectives and insights from junior school psychology faculty. The Trainers’ Forum, 30(1), 58-72.
Ray-Subramanian, C., & Coffee, G. (2010). Practical considerations for selecting and implementing literacy interventions with English language learners. School Psychology Forum: Research in Practice, 4(1), 34-43.
Coffee, G., & Ray-Subramanian, C. (2009). Goal attainment scaling: A progress monitoring tool for behavioral interventions. School Psychology Forum: Research in Practice, 3(1), 1-12.