Hattie Harvey

Hattie Harvey
Associate Professor
Department of Psychology
Coordinator, Graduate Certificate in Children's Mental Health, Project BLENDS, PI
NSB 228
907-786-4464
haharvey@alaska.edu
https://alaska.digication.com/hattie_harvey_eportfolio/Welcome

Education

  • Ph.D., Child, Family, and School Psychology, University of Denver, 2011
    • Double Cognate: Early Childhood School Psychology & Clinical Psychology
    • Doctoral Internship, Anchorage School District, 2010-2011
  • M.S., Human Development, University of Maine, 2005
  • B.S., Psychology, St. Lawrence University, 2002
  • B.A., Fine Arts, St. Lawrence University, 2002

Teaching Responsibilities

  • PSY A345: Psychopathology
  • PSY A348: Infant and Early Childhood Mental Health
  • PSY A612: Human Development in a Cultural Context
  • PSY A620: Infant and Early Childhood Mental Health
  • PSY A639: Research Methods
  • PSY A690: BLENDS Seminar: Early Childhood Interdisciplinary Services
  • Additional psychology courses, TBD
  • Early Childhood Special Education Assessment
  • Strategies in Preschool Special Education 
  • Family Partnerships in Early Childhood Special Education 
  • Social-Emotional Health and Development of Infants and Toddlers
  • Inclusion in Early Childhood Classrooms

Professional & Department Service

  • Licensed Psychologist, Alaska
  • Nationally Licensed School Psychologist
  • Program Lead, Early Childhood Special Education, School of Education
  • Member, Graduate Certificate in Children's Mental Health & Children's Mental Health Minor committees
  • Member, School of Education Curriculum Committee
  • Editorial Board Member, Topics in Early Childhood Special Education Journal
  • Reviewer, Early Education and Development Journal 
  • Continuing Education Course Instructor for Anchorage Preschool Programs
  • Continuing Education Coordinator, Alaska School Psychology Association
  • Past President, Alaska School Psychologist Association 

Research Interests

  • Interventions for Young Children with Challenging Behaviors
  • Executive Function Development
  • Infant Mental Health and Parent Intervention Models
  • Assessment in Early Childhood Special Education
  • Indigenous Perspectives on Social-emotional Learning and Intervention with Young Children

Publications

Logue, M. E., Harvey, H. (2022). Vroom, vroom, beep, beep: Promoting equity with stories children “tell” through truck and car play. Young Children, 77 (2).

Harvey, H., & Kinavey Wennerstrom, E. (2021). Hearing their voices: Parents perceptions of preschool special education evaluations with dual language learners. Topics in Early Childhood Special Education. Advance online publication.

Harvey, H., Hirshberg, D., & Pierce, J. (2021). Guidelines for culturally-responsive reflective practice in birth to five settings (Version 1). Cook Inlet Tribal Council. https://citci.org/wpcontent/uploads/2021/06/Guidelines-for-Culturally-Responsive-Reflective-      Practice-in-Birth-to-Five-Settings.pdf 

Parker, D., Hedwig, T., Miller, V., Payne, T., Gonzalez, A., Kisraauskas, Y., Slone, A., Hiratsuka, V., Brown, P., Harvey, H., Reed, D., Smith, C., & Ward, K. (2021). Fetal Alcohol Spectrum   Disorders Data Systems Development: Gaps, Opportunities, and Recommendations. University of Alaska Anchorage. https://alaskamentalhealthtrust.org/wp-content/uploads/2021/06/FASD-Data- Systems-Report-UAA-06282021.pdf

Harvey, H., Dunlap, G., & McKay, K. (2019). Primary and secondary effects of Prevent-Teach-Reinforce for Young Children. Topics in Early Childhood Special Education, 1-15.

Hirshberg, D., Harvey, H., Cost, D., & Ohle, K. (2019). Mind the gap…Mind the chasm: Exploring inclusion and equity in Alaska’s education system. In M. Beaton, D. B. Hirshberg, G. R. Maxwell, & J. Spratt (Eds.) Including the North: A Comparative Study of the Policies on Inclusion and Equity in the Circumpolar North. Lapin Yliosto: University of Lapland.

Harvey, H., Coleman, J., & Miller, G. (2019). School readiness and school entry. In G. Bear (Ed.) Helping Children Handouts: Prevention and Intervention Strategies for Common Concerns at School and Home. Bethesda, MD: National Association of School Psychologists.

Harvey, H., & Ohle, K. (2018). What’s the purpose? Educators’ perceptions and use of a state-mandated kindergarten-entry assessment. Education Policy Analysis Archives, 26(142).

Strain, P., Dunlap, G., & Harvey, H. (2018).  A functional assessment model for challenging behaviors: Prevent-Teach-Reinforce for Young Children. In Snyder, P., & Hemmeter, M. L. (Eds.).Young Exceptional Children Monograph Series No 4: Instruction for Effective strategies to support engagement, learning, and outcomes. Washington, DC: Division for Early Childhood.

Ohle, K, & Harvey, H. (2017). Educators’ perceptions of school readiness within the context of a Kindergarten Entry Assessment. Early Child Development and Care. DOI:   10.1080/03004430.2017.1417855.

Harvey, H. & Miller, G. (2017). Executive function skills, early mathematics, and vocabulary in Head Start preschool children. Early Education and Development, 28, 290-307. DOI: 10.1080/10409289.2016.1218728.

Logue, M., Harvey, H., Sullivan, D., & Austin, J. (2011). Strengthening partnerships with families through toddler stories. Spotlight on Infants and Toddlers. Washington, DC: National Association for the Education of Young Children.

Logue, M. & Harvey, H. (2010). Preschool teachers’ views of active play. Journal of Research in Childhood Education, 24, 32-49.

Logue, M. & Shelton, H.  (2008). The stories bad guys tell: Promoting literacy and social awareness in preschool. The Constructivist, 19

Logue, M., Shelton, H., Austin, J., & Cronkite, D. (2007).  Strengthening partnerships with parents through toddler stories.  Journal of Young Children, 62, 85-88.

Psychology