Education: Ph.D.- Educational Psychology with an emphasis in Human Development, University of Wisconsin Madison; M.Ed in Counseling, Boston University
Certification and Licenses: Licensed School Counselor, Licensed Professional Counselor (LPC)
Clinical Areas of Interest: Student risk and resilience, school counselor development, Positive Behavior Intervention Supports (PBIS)
Research Areas of Interest: Disproportionality in discipline and special education, PBIS, student, family and school engagement, systemic role delineation in schools, culturally responsive practice, creating effective student support teams
Service Work - University/Community/Profession: Assessment Committee; PBIS tier 2 coach; Wisconsin School Counselor Association (WSCA); American School Counselor Association (ASCA); American Educational Research Association (AERA); Association for Counselor Education and Supervision (ACES); editor for Corwin Press
Teaching Philosophy: My philosophy of teaching is grounded in the facilitation of student engagement in all learning environments. As such, I strive to create open and inviting classroom settings where all students feel they have a voice. Much of my philosophy is grounded in the theory of self-system processes (Connell & Wellborn, 1991), which focuses on the importance of autonomy, involvement and structure on individual connection engagement in different contexts. In essence, this theoretical framework asserts that engagement results from an individual feeling a sense of autonomy, feeling connected to the environment, and feeling a sense of competence in a given environment.
I truly believe, as much as possible, learning should be interactive. Thus, I vary the format of my teaching to allow students to connect to me, both as an individual and an instructor, the course material, as well as other students in the course. Further, I encourage students to make connections between course material and the diversity contained within the world at large. I enjoy bringing new perspectives and ways of thinking to the courses I teach. I take a constructivist approach by which students learn through their own construction of knowledge. Throughout, I encourage students to make connections between the course material and their own lives and experiences all while ensuring they take an active role in their learning.
Bal, A., Betters-Bubon, J., & Fish, R. (2017). A multilevel analysis of statewide disproportionality in exclusionary discipline and the identification of Emotional Disturbance. Education and Urban Society, 1-22. DOI: 10.1177/0013124517716260
Betters-Bubon, J., Brunner, T., & Kansteiner, A. (2016). Success for all? The role of the school counselor in creating and sustaining culturally responsive PBIS programs. The Professional Counselor, 6(3), 263-277. DOI: 10.15241/jbb.6.3.263
Betters-Bubon, J. & Donohue, P. (2016). Journal of School Counseling, 14(3). Retrieved from http://www.jsc.montana.edu/articles/v14n3.pdf
Donohue, P., Goodman-Scott, E., & Betters-Bubon, J. (2015). Using Universal Screening for EarlyIdentification of Students at Risk Professional School Counseling, 19(1), 133-143. DOI: dx.doi.org/10.5330/1096-2409-19.1.133
Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2015). Aligning Comprehensive School Counseling Programs and Positive Behavioral interventions and Supports to maximize school counselors’ efforts. Professional School Counseling, 19(1), 57-67. DOI: 10.5330/1096-2409-19.1.57
Interests Outside of School: Reading, spending time with family and friends, yoga
"Come to the edge.
We might fall.
Come to the edge
It’s too high.
Come to the edge.
And they came
And he pushed
And they flew."
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