Elyse Farnsworth, Assistant Professor
PROFILE (narrative bio)
Dr. Farnsworth joined the School Psychology Doctoral Program in 2021. Prior to becoming an Assistant Professor at Minnesota State University, Mankato, Dr. Farnsworth was a Lecturer and Director of Clinical Training at the University of Minnesota School Psychology Program. Dr. Farnsworth earned her PhD in Educational Psychology from the University of Minnesota School Psychology Program and is credentialed as a Licensed Psychologist in Minnesota and a Nationally Certified School Psychologist. She has worked in urban, suburban, and rural school districts, providing school psychological services and has a small private practice in the Twin Cities. Dr. Farnsworth currently teaches Developmental Psychology, Pediatric Neuropsychology, Cognitive Assessment, and School Psychology Internship Seminar at Minnesota State University, Mankato. She also has experience teaching Adolescent Psychology, Ethics and Law for School Psychologists, Advanced Practicum, Emotion and Childhood Psychopathology, and Academic Intervention. She currently serves on the Editorial Review Board for Psychology in the Schools and serves as an ad hoc reviewer for Perspectives in Early Childhood. Dr. Farnsworth’s research team examines how public policy, academic enablers, and early intervention influence school-based cognitive and non-cognitive outcomes for K12 students.
PhD in Educational Psychology, University of Minnesota School Psychology Program, 2018 (NASP and APA-accredited)
AREAS OF INTEREST
- Outcomes associated with public policy for children, adolescents, and families
- Influence of academic enablers (e.g., hope and student engagement) on K12 cognitive and non-cognitive outcomes
- Impact of early intervention for and prevention of school-based concerns, especially for students with special needs and young children
- Psyc 343 Introduction to Developmental Psychology
- Psyc 776 Pediatric Neuropsychology
- Psyc 795 School Psychology Internship Seminar
- Psyc 710 Cognitive Assessment
Farnsworth, E.M., Cordle, M., & Groen, A. (in press). Hope and student engagement. In A. Reschly and S.L. Christenson, Eds., Handbook of research on student engagement, Second Edition. New York, NY: Springer Science.
Farnsworth, E.M. Cordle, M., & Sullivan, A.L. (in press). Predictors of kindergarten reading performance for children with special needs: Does intervention intensity and service provider matter?. Children & Society, https://doi.org/10.1111/chso.12540
- Farnsworth, E.M., Kromminga, K., & Szydlo, T. (2020, February). Ethical and legal considerations when serving students in the child welfare system. Paper presentation at the annual meeting of the National Association of School Psychologists, Baltimore, MD.
- Sullivan, A. L., Thayer, A. J., Farnsworth, E. M., & Susman-Stillman, A. (2019). Effects of child care subsidy on school readiness of young children with or at-risk for special needs. Early Childhood Research Quarterly.
- Sullivan, A. L., Farnsworth, E. M., & Susman-Stillman, A. (2018). Childcare type and quality among subsidy recipients with and without special needs.Infants & Young Children, 31, 109-127.
- Sullivan, A. L., Farnsworth, E. M., & Susman-Stillman, A. (2018). Patterns and predictors of childcare subsidies for children with and without special needs. Children and Youth Services Review, 88, 218-228.
- Sullivan, A. L., Kohli, N., Farnsworth, E.M., Sadeh, S., & Jones, L. (2017). Modeling reading achievement trajectories of children with and without learning disabilities using piecewise mixed effects models. School Psychology Quarterly, 32, 336-349.