Contact
Dr. Emily Winter (she/her/hers) is a Licensed Psychologist in Connecticut and New York with Board Certification in School Psychology. Furthermore, she is a Nationally Certified School Psychologist and certified in the state of Connecticut. She completed her specialist level training in School Psychology at the Graduate School of Education and Human Development at Fairfield University and her Ph.D. in Educational Psychology, specialization School Psychology at the Neag School of Education at the University of Connecticut where she conducted research on mind-body health interventions. During her internship and post-doctoral fellowship Dr. Winter completed advanced training in assessment and therapy for pediatric populations and their families within a multidisciplinary treatment team framework in outpatient and therapeutic residential settings, with a focus on nature/animal-based and mind-body approaches. Her current clinical practice includes supporting children, adolescents, and families to provide comprehensive psychoeducational assessment.
Education
- Ph.D., Educational Psychology, Specialization School Psychology, University of Connecticut Neag School of Education
- Pre-Doctoral Internship, Green Chimneys (Brewster, NY)
- Post-Doctoral Fellowship, The Sasco River Center (Darien, CT)
- M.A., S.Y.C., School Psychology Fairfield University Graduate School of Education and Human Development
- B.A., Connecticut College
Research
Dr. Winter’s areas of clinical research include mind-body health interventions, the intersection between athletics and eating disorders, and cognitive assessment.
Publications
- Winter, E. L., & Trudel, S. M. (2026). Reviewing the Flynn Effect. National Association of School Psychologists Communiqué, 54 (6), 32-34. Retrieved from https://touroscholar.touro.edu/shs_pubs/425
- Trudel, S. M., Winter, E. L., Dale, B. A., Larsen, C., Charamut, N. R., Bergmark, A., Bray, M. A., & Kaufman, A. S. (2026). To G or Not to G, That Is Our Question on Early Childhood Developmental Assessments. Journal of Pediatric Neuropsychology, 12 (2), 66–78. https://doi.org/10.1037/jpn0000027
- Trudel, S., Bray, M., McCoach, B., Kaufman, J., McGrath, R., Brunzell, T., & Winter, E. L. (2025). Shifting From “What’s Wrong” to “What’s Strong”: Developing a Trauma-Informed Assessment of Student Character Strength Usage. Contemporary School Psychology. https://doi.org/10.1007/s40688-025-00542-x
- Coleman, M. S., Winter, E. L., Maharjan, S., Mason, C., & Gordon, P. (2025). Hello From the Other Side: Thriving Amidst the APPIC Process. The School Psychologist APA Division 16 Newsletter, 79 (2), 12-23. Retrieved from https://touroscholar.touro.edu/shs_pubs/408
- Gillespie, L., Rotolo, M., Winter, E. L., & Klansky, A. (2025). DIRFloortime®: More Than Play, a Path to Growth. National Association of School Psychologists Communiqué, 53 (7), 23-26. Retrieved from https://touroscholar.touro.edu/shs_pubs/410
- Winter, E. L., Micali, E., Maharjan, S., Stillman, C., Mason, C., Gordon, P. (2025). Welcoming and Supporting Neurodiversity in Immersive Higher Education Settings. In K. Brakke, & J. McIntyre (Eds.), Teaching Developmental Psychology: Contemporary Activities and Approaches (pp 278–286). The Society for the Teaching of Psychology. Retrieved from https://touroscholar.touro.edu/shs_pubs/424
- Bellara, A. P., Winter, E. L., deLeyer Tiarks, J., Bray, A., & Bray, M. A. (2025). Beliefs and Behaviors: Mind-Body Health Influences on Health Behaviors Amidst COVID-19. COVID, 5 (10), 169. https://doi.org/10.3390/covid5100169
