Lavinia Marchis, Psy.D.
Staff Psychologist

I earned my doctoral degree in bilingual school psychology from St. John’s University, where I received intensive clinical training in the provision of CBT and REBT in outpatient settings, while simultaneously working in school settings to gain expertise in the administration of psychoeducational testing and psychological counseling with children of all ages. My doctoral dissertation focused on the relationship between irrational thinking, emotional intelligence and resilience cross-culturally. Since graduate school, I have worked in a variety of clinical settings, including outpatient clinics and public schools in Connecticut and New York. I have been trained in DBT and am currently working within an elementary school setting, providing school-based DBT.

My Publications:

Liu, X., Marchis, L., DeBiase, E., Breaux, K. C., Courville, T., Pan, X., ... & Kaufman, A. S. (2016). Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?. Journal of Psychoeducational Assessment, 0734282916668996.

Root, M. M., Marchis, L., White, E., Courville, T., Choi, D., Bray, M. A., ... & Wayte, J. (2016). How achievement error patterns of students with mild intellectual disability differ from low IQ and low achievement students without diagnoses. Journal of Psychoeducational Assessment, 0734282916669208.

Pagirsky, M. S., Koriakin, T. A., Avitia, M., Costa, M., Marchis, L., Maykel, C., ... & Pan, X. (2016). Do the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability?. Journal of Psychoeducational Assessment, 0734282916669020.

Marchis, L. L. (2015). Exploring the relationship between rational and irrational beliefs, emotional intelligence, and resilience from a cross-cultural perspective. ST. JOHN'S UNIVERSITY (NEW YORK).

Cosma, C., Dringo, I., Iederan, O., Marchis, L. & Nistor, I. (2005). Theory of mind and suggestibility in preschool children. Parallaxis, IX, 28-35.