339 Education Bldg.
Office Hours: By appointment.
- Bachelor's of Arts (BA) in English, Theater & Drama, and Psychology, Indiana University
- 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
- Licensed Psychologist, State of Michigan and New York
- Nationally Certified School Psychologist
- Registered Play Therapist
Assist in the school/community psychology program.
Mantain an active research agenda focused on LGBTQ youth advocacy and social justice, using mixed methodology.
Teach undergraduate and graduate students.
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.
- Social justice and advocacy research
- LGBTQ Youth Advocacy
- Perceieved expriences of social support and nonsupport
- Parent consent procedures, in research and practice for marginalized youth
- Mixed Methods research
- Theoretical Frameworks: Ecological Theory, Transformative Framework
- Educational Psychology
- Social Psychology
- Cognitive Assessment
- 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
- 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.
- 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.
- 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.
- 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.
- 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.
- 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
- 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.
- 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.