Sarah Kiperman (ba7857)

Baccalaureate:

• Bachelor's of Arts (BA) in English, Theater & Drama, and Psychology, Indiana University

Graduate:

• Master's of Arts (MA) in Educational Psychology, New York University
• Masters of Education (MEd) in School Psychology, Georgia State University
• Educational Specialist (EdS) in School Psychology, Georgia State University
• Doctoral Degree (PhD) in School Psychology, Georgia State University

Licensure:

• Licensed Psychologist, State of Michigan

Registrations/Certifications:

• Nationally Certified School Psychologist
• Registered Play Therapist

Assist in the counseling psychology program.

Advise doctoral students in research and program completion.

Mentor students in running the Student Affiliates of the Socety for Counseling Psychology (SA-SCP) as the faculty advisor.

Mantain an active research agenda focused on LGBTQ youth advocacy and social justice, using mixed methodology.

Teach undergraduate and graduate students.

Serve on Academic Senate for the University; and on the Executive Committee for the College of Education.

Foster community and school relationships in the Detroit/Detroit Metro area to conduct needs-based, responsive research and develop sustained resilience, protective factors, and empowerment.

Office Hours: By appointment.

339 Education Bldg.

• LGBTQ Youth Advocacy
• Perceived Social Support and Nonsupport
• Parent consent procedures, in research and practice for marginalized youth
• Methodological Approaches: Participatory Culture Specific Intervention Modeling, Social Justice Mixed Methods Research, Community Based Participatory Research, Inductive/Deductive Designs.
• Theoretical Frameworks: Ecological Theory, Transformative Framework, Minority Stress Theory, Cognitive Behavioral Therapeutic Approaches (acceptance and commitment therapies, dialectical behvioral therapies, positive psychology).

• School Psychology Research Collaboration Conference Scholar, National Association of School Psychology & Society for the Study of School Psychology, 2021
• 36 Under 36, The Jewish News of Metro Detroit & The Well, Detroit, MI, 2021
• CARE Employee of the Month, Astor Services for Children and Families, Rhinebeck NY, 2018
• Karen Lopp Memorial Scholarship, Georgia State University, 2016
• Deborah Crockett Professional Development Award, Georgia State University 2016
• Chet W. Harris Scholarship, Georgia State University, 2015
• Kenneth and Mary Matheny Endowed Scholarship, Georgia State University, 2011
• Samuel Eschborn Service Award, New York University, 2011

1. Kiperman, S. (Principal Investigator). (2024-2025). The development, evaluation, and dissemination of P.S. LGBTQ+ Youth Matter. [Grant]. University Research Grant. Office of the Vice President for Research, Wayne State University. Amount Awarded (internal): $10,000
2. Walter-McCabe, H. (Principal Investigator)., Kiperman, S., & Kinney, K. (2022- Current). Systematic review of LGBTQ+ legislation using legal epidemiology methods: Database generation for advocacy and research (Project No. 223086) [Grant]. Office of the Provost, Office of the Vice President for Research, College of Education, College of Social Work, and Law School; Wayne State University.
   Amount Awarded (internal): $35,000
3. Kiperman, S. (Principal Investigator)., Varjas. K., Meyers, J., & Merolla, D. (2021-2022). Project support’s LGBTQ+ youth matter psychoeducational video series. (Project No. 25TYB1) [Grant]. Early Career Research Award. Society for the Study of School Psychology.
   Amount Awarded (external): $20,000
4. Kiperman, S. (Principal Investigator). (2019-2022). Project support’s LGBTQ youth and social support survey. [Grant]. University Research Grant. Office of the Vice President for Research, Wayne State University.
   Amount Awarded (internal): $10,000

 Volunteer for Affirmations, Ferndale, MI

JOURNAL ARTICLES

1. Kiperman, S., Lorig*, C. E., & Cullen*, E. (accepted). A Call to Disrupt Hetero and Cisnormativity in School Psychology with Guidance from the ASPIRE Framework. School Psychology.
2. Kiperman, S., Reardon*, M., Walter-McCabe, H., Paff, M., Kinney, K., Welland*, J. (in press). The Impact of the Legal Landscape on LGBTQ+ Students and their School Psychologists. Contemporary School Psychology, https://doi.org/10.1007/s40688-024-00504-9
3. Kiperman, S., Al-Tweej*, S., & Fisher, E. (2024). Lessons learned from LGBTQ+ youths’ experiences in the COVID-19 Pandemic: A qualitative phenomenological investigation. Contemporary School Psychology, 28(1), 15-29. https://doi.org/10.1007/s40688-024-00489-5
4. Kiperman, S., Srisarajivakul, E., Lorig*, C. E., Kevern*, C. (2023). American LGBTIQ+ youth using waived or parent/guardian informed
   consent: Investigating social support and life satisfaction. Journal of LGBT Youth, Advance online publication.
   https://doi.org/10.1080/19361653.2023.2288859
5. DeLong*, D., Kim, D., & Kiperman, S. (2023). On outness: Validity evidence of the outness inventory for sexual and gender minoritized adolescents. Youth & Society, Advance online publication. https://doi.org/10.1177/0044118X231216750
6. Kiperman, S., Brown*, N., Kelly*, O., & Treisman*, R. (2023). An exploratory evaluation case study on Latinx-maternal acceptance promotion of LGBTQ+ youth using participatory culture-specific intervention modeling (PCSIM) methods. Youth, 3(3), 777-799. https://doi.org/10.3390/youth3030050
7. Kiperman, S., Clark, K., Renshaw, T., Anderson, J., Bernstein, E., & Willenbrink, J. (2023). Guidelines toward more socially just mental health screening in schools. School Psychology, 39(2), 151-166. https://doi.org/10.1037/spq0000558
8. Kiperman, S., DeLong, G., Martino, R. J., & Halkitis, P. N. (2023). Peer crowd affiliation's relationship with health risk and promotion behaviors in emerging adult sexual minoritized men: The p18 cohort study. Culture & Sexuality, 27, 1300-1327. https://doi.org/10.1007/s12119-023-10064-4
9. Kiperman, S., *Kevern, C., Carrion, C., Clark, K., & Leroux, A. J. (2022). Breakfast club conundrum: How adolescent peer norms and ecological factors relate with achievement. Child & Youth Care Forum, 52, 913-934. https://doi.org/10.1007/s10566-022-09716-7
10. Kiperman, S., Schacter, H., L., *Judge, M., & *DeLong, G. (2022). Cyberbullying a mixed methods investigation of LGBTQ+ victimization, its relationship to LGBTQ+ identity development, and the buffering potential of social support and outness. International Journal of Environmental Research and Public Health, 19(7), 3921-3944. https://doi.org/10.3390/ijerph19073921
11. Eisman, A. B., Kiperman, S. Rupp, L.A., Kilbourne, A. M., & Palinkas, L.A. (2022). Understanding key implementation determinants for a school-based universal prevention intervention: A qualitative study. Translational Behavioral Medicine, 12(3), 411-422. https://doi.org/10.1093/tbm/ibab162
12. Kiperman, S., & *Saint, J. (2021). There’s no place like home: Exploring sexual and gender diverse youth’s outcomes related to urban/nonurban settings, opted consent procedure, and social support. Psychology in the Schools, 59(1), 76-94. https://doi.org/10.1002/pits.22514
13. Schacter, H. L., Lessard, L. M., Kiperman, S., Bakth, F., Ehrhardt, A., & Uganski, J. (2021). Can friendships protect against the health consequences of peer victimization in adolescence? A systematic review. School Mental Health, 13, 578-601. https://doi.org/10.1007/s12310-021-09417-x
14. Wood, L., Kiperman, S., Esch, R., Leroux, A. J., & Truscott, S. D. (2016). Predicting dropout using student- and school-level factors: An ecological perspective. School Psychology Quarterly, Advance online publication available. 1-15, http://dx.doi.org/10.1037/spq0000152.
15. Varjas, K., Kiperman, S., & Meyers, J. (2016). Disclosure experiences of urban, ethnically diverse LGBT high school students: Implications for school personnel. School Psychology Forum, 10(1), 78-92.
16. Kiperman, S., Black, M. S., McGill, T. M., Harrell-Williams, L. M., Kamphaus, R. W. Predicting behavior assessment system for children – Second edition self-report of personality child form (BASC-2 SRP-C) results using the behavioral and emotional screening system student form (BESS SF): A replication study with an urban, predominantly Latino/a sample. (2014). Journal of Psychoeducational Assessment. 32(2), 1-10, doi: 10.1177/0734282914529200.
17. Kiperman, S., Varjas, K., Meyers. J., Howard, A. (2014). LGB youth’s perceptions of social support: Implications for school psychologists. School Psychology Forum, 18(1), 1-16.
18. Varjas, K., Meyers, J., Kiperman, S., Howard, A. (2013). Technology hurts? Lesbian, gay, and bisexual youth perspectives of technology and cyberbullying. Journal of School Violence, 12(1), 27-44, doi: 10.1080/1538820.2012.721665.

BOOK CHAPTERS

1. Kiperman, S., Lorig, C., Srisarajivakul, E., Parris, L., & Varjas, K. (accepted). Introducing a “how to” guide for conducting social justice mixed methods research. In C. M. Malone & L. Parris (Eds.), Oxford handbook of social justice in school psychology 1st Ed. Oxford University Press.
2. Kiperman, S., DeLong, G., Varjas, K., & Meyers, J. (2021). Inclusive strategies for practitioners and researchers working with gender and sexual diverse youth without parent/guardian consent. In M.C. Lytle & R.A. Sprott (Eds.), Supporting gender identity and sexual orientation diversity in K-12 schools (1st ed., pp. 97–120). American Psychological Association. https://doi.org/10.1037/0000211-006
3. Reprint: Varjas, K., Kiperman, S., & Meyers, J. (2017). Disclosure experiences of urban, ethnically diverse LGBT high school students: Implications for school personnel. S. R. Hart (Eds.), Allies for All: Advocating for the LGBTQI2-S Community. Washington, D.C.: National Association of School Psychologists
4. Reprint: Kiperman, S., Varjas, K., Meyers. J., & Howard, A. (2017). LGB youth’s perceptions of social support: Implications for school psychologists. S. R. Hart (Eds.), Allies for All: Advocating for the LGBTQI2-S Community. Washington, D.C.: National Association of School Psychologists.
5. Ashby, J., Wood., L., & Kiperman, S. (2017) Ethics in play therapy consultation and supervision. R. L. Steen (Eds.), Emerging Research in Play Therapy, Child Counseling, and Consultation, pgs 213-230. New Orleans, LA: IGI Global.