Dr. Leihua Edstrom
- Diplomate in School Neuropsychology, American Board of School Neuropsychology, 2012
- Ph.D. University of Washington, 2000
- M.Ed. University of Washington, 1994
- B.S. University of Washington, 1988
I am thrilled to be a part of the College of Social and Behavioral Sciences where I can join my faith with my love of psychology! At age twelve, I knew I was destined to be a counselor, dedicating my professional life to helping and encouraging others. Now many years later, I continue to be energized by the potential the field of psychology has to offer a global community with profound needs.
Before coming to Northwest University, I practiced school psychology in the public school system in western Washington for ten years. Prior to that, I spent ten years researching aggression and bullying and school-based prevention of these behaviors. My involvement in both research and direct psychological services has given me a profound appreciation for the integration of science with practice.
In my role at NU, I am privileged to teach and mentor graduate students in psychology. I also maintain a private practice offering school neuropsychological evaluation for children and adolescents with complex learning, emotional, and behavioral needs. My special interests include: understanding children in the context of their culture and community; gender identity development; and, effective school support for children’s social and emotional development. I am in the midst of launching a qualitative study of adolescents to explore their process of gender identity development and the potential contribution of faith.
I am passionate about mentoring the next generation of psychologists—grounded in a hopeful perspective of human growth and change; an emphasis on the deep appreciation of the whole individual (cultural, psychological, social, physical, and spiritual); and, a strengths-based approach to mentoring.
- Associate Professor of Psychology, College of Social and Behavioral Sciences
- Director, Doctoral Program in Counseling Psychology
- Clinical Director of Assessment Services, NUhope Community Counseling Center
- Psychological Assessment
- Research Methods
Berninger, V. W., Abbott, S. P., Reed, E., Greep, K., Sylvester (Edstrom), L., Clinton, A., Taylor, J., & Abbott, R.D. (1997). Directed reading and writing activities: Aiming instruction to working brain systems. In S. Dollinger & L. DiLalla (Eds.), Prevention and intervention issues across the life span (pp. 128-158). Hillsdale, NJ: Erlbaum.
Berninger, V. W., Abbott, R., Whitaker, D., Sylvester, L., & Nolen, S. (1995). Integrating low-level and high-level skills in instructional protocols for writing disabilities. Learning Disabilities Quarterly, 18, 293-309.
Clinton, A. B., Edstrom, L., Mildon, H. A., & Davila, L. (2015). Social emotional learning in a Guatemalan preschool sample: Does socioeconomic status moderate the effects of a school-based prevention program? School Psychology International, 36, 18-35.
Fitzgerald, P.D., & Edstrom, L.V. (2006). Second Step: A violence prevention curriculum. In S.R. Jimerson & M. Furlong (Eds.), Handbook of school violence and school safety: From research to practice. Mahwah, NJ: Erlbaum.
Fitzgerald, P.D., & Edstrom, L.V. (2012). Social and emotional skills training with Second Step: A violence prevention curriculum. In S.R. Jimerson, A. B. Nickerson, M.J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice, second edition (pp. 423-433). New York: Routledge.
Frey, K. S., Edstrom, L. V., & Hirschstein, M. K. (2010). School bullying: A crisis or an opportunity? In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 403-416). New York: Routledge.
Frey, K. S., Edstrom, L. V., & Hirschstein, M. K. (2005). The Steps to Respect program uses a multilevel approach to reduce playground bullying and destructive bystander behaviors. In proceedings of Persistently safe schools 2005: The national conference of the Hamilton Fish Institute. Washington, D. C.: The Hamilton Fish Institute.
Frey, K. S., Hirschstein, M. K., Edstrom, L. V., & Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101, 466-481. doi: 10.1037/a001339
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P., & Bruschi, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. Developmental Psychology, 41, 479-491.
Frey, K. S., Nolen, S. B., Edstrom, L. V., & Hirschstein, M.K. (2005). Effects of a school-based social-emotional competence program: Linking goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26, 171-200.
Hirschstein, M. K., Edstrom, L. V., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the Steps to Respect program. School Psychology Review, 36, 3-21.
Van Schoiack-Edstrom, L., Frey, K. S., & Beland, K. (2002). Changing adolescents’ attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31, 201-216.
Edstrom, L. (2015, October). Executive functioning and its contribution to learning: Implications for teaching, assessment, and intervention. Training conducted for Special Education staff of Mukilteo School District, Mukilteo, WA.
Edstrom, L. (2014, June). Childhood sexual abuse: The trauma and hope for healing. Presentation to Celebrate Recovery Leadership Team of Maltby Christian Assembly, Snohomish, WA.
Edstrom, L. (2012, 2013, August). Social emotional learning: Fostering a safe, positive learning environment. In collaboration with the training team, presentation for educators at the Bellevue School District Summer Institute.
Edstrom, L. (2009, March). Tips for parents: How to talk to your kids—about sex. Presentation at the Bellevue School District Education Roadshow for parents and the larger community.
Edstrom, L. (2008, Fall). Educator training in Second Step: A Violence Prevention program. Training conducted for teachers at Lake Hills Elementary, Bellevue School District.
Edstrom, L. V., Hirschstein, M. K., Frey, K. S., Snell, J. L., and MacKenzie, E. P. (2004, May). Classroom level influences in school-based bullying prevention: Key program components and implications for instruction. In K. S. Frey (Chair), Policy to action: Bullying prevention in the real world. Symposium conducted at the meeting of the Society for Prevention Research, Quebec City, PQ, Canada.
Frey, K. S., Nolen, S. B., Van Schoiack-Edstrom, L., & Hirschstein, M. (2001, June). Second Step effects on social goals and behavior. Paper presented at the annual meeting of the Society for Prevention Research, Washington, D.C.
Hirschstein, M., Van Schoiack (Edstrom), L., & Beretvas, S. N. (2000, April). Effects of a social-emotional learning program on student behavior: A multilevel analysis. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Hirschstein, M., Van Schoiack-Edstrom, L., Nolen, S. B., & Frey, K. S. (2001, June). Second Step: Implementation effects on social goals and perceptions. Paper presented at the annual conference of the Society for Prevention Research, Washington, D.C.
Hirschstein, M. K., Van Schoiack-Edstrom, L., MacKenzie, E., Snell, J., & Bruschi, C. (2003, April). Relationships between teacher attitudes and students’ perceptions and willingness to seek help with bullying problems. Poster presented at the annual conference of the Society for Research in Child Development, Tampa, FL.