Barbara Katic

Assistant Professor

Los Angeles CA UNITED STATES

Department of Specialized Programs in Professional Psychology

Biography

Barbara Katic earned her Ph.D. from the University of California, Riverside in School Psychology. She earned a M.S. in Counseling and Guidance from California State University, San Bernardino, and a B.A. in Psychology from the University of Calgary. She worked as a Registered Psychological Associate at Santa Barbara County SELPA, where she supported county-wide special education programming serving K-12 students with emotional and behavioral disorders. She is a Nationally Certified School Psychologist and holds California Pupil Personnel Services (PPS) credentials in both School Counseling and School Psychology. Prior to joining LMU, Barbara taught in the Clinical Psychology master’s program at Antioch University Santa Barbara. Her research focuses on (a) improving access to evidence-based mental health programming for students in K-12 settings, including the adaptation of programs to be more culturally responsive, and (b) promoting safe and equitable learning environments through the implementation and evaluation of restorative justice practices.

Education

University of California, Riverside

PhD

School Psychology

2022

California State University, San Bernardino, Palm Desert Campus

Counseling and Guidance

2017

University of Calgary

Bachelor of Arts

Psychology

2012

Areas of Expertise

Mental Health

Restorative Justice

Program Evaluation

Culturally Responsive Practices

Industry Expertise

Education/Learning

Mental Health Care

Affiliations

National Association of School Psychologists
California Psychological Association

Languages

English
Croatian

Articles

A Systematic Evaluation of Restorative Justice Practices: School Violence Prevention and Response

Journal of School Violence

Barbara Katic, Laura A. Alba, and Austin H. Johnson

2020-06-26

Despite its increasing recognition and use in U.S. schools, a limited amount of research has evaluated the effect of restorative justice (RJ) for school violence prevention and response. To date, there is no standardized method for RJ implementation. Therefore, this systematic literature review investigates peer-reviewed studies on the application of RJ practices in K-12 school settings. Ten articles were included in the review. Results of the review indicate a high degree of variability regarding the implementation and evaluation of RJ practices in schools. However, the majority of studies reported positive outcomes, including improved social relationships and reductions in office discipline referrals. The utility of RJ as a school violence prevention and intervention approach are discussed, along with future research directions.